REPORTS
ON THE
STATE OF EDUCATION IN BENGAL
(1835 & 1838)
INCLUDING
SOME ACCOUNT OF THE STATE OF EDUCATION IN BIHAR AND
A CONSIDERATION OF THE MEANS ADAPTED TO THE
IMPROVEMENT AND EXTENSION OF PUBLIC
INSTRUCTION IN BOTH PROVINCES
BY
WILLIAM ADAM
EDITED BY
ANATHNATH BASU,
CALCUTTA UNIVERSITY
UNIVERSITY OF CALCUTTA
1941
Printed tn India
PRINTED AND PUHLlSHKD Rl RHU PEN DR ALAI- RANERJEE
AT THE CALCFITA UNIVERSITY PRESS. 4B, HA7RA ROAD, RALLYOUNGE, GALCUTFA.
CONTENTS
Page
Preface ... ... ix — xi
Tntwduoiion ... ... ... xiii— Ixvii
(i) Background ... ... ... ... xiii
(it) Biographical Sketch ... ... ... xviii
(iii) Review of the Eeportg ... ... ... xxvii
(ic) Later Developments ... ... ... xlix
(ul Documents relating to Adam’s Appointment ... .. Ivii
The Reports ... ... ... 1—467
h’lret Report on the State of Education in Bengal ... 1—126
Section I, The Twenty-four Pergunnahs, including
Calcutta ... ... ... 5
1 , II. The Distnet of Midnapore ... ... 50
,, III. The District of Orissa Proper or Cuttack ... 61
,, IV. The District of Hugly ... ... 56
V. The District of Burdwan ... ... 68
,, VI. ^Phe District of Jessore ... ... 73
,, VII. The District of Nuddea ... ... 76
,, VIII. The District of Dacca, Jelalpoor, including
the City of Dacca ... ... 82
,, IX. The District of Backergunge ... ... 86
,, X, The District of Chittagong ... ... 87
,, XI. The District of Tippera ... .. 90
., XII. District of Mymunsingh ... ... 91
XIII. The District of Sylhet ... ... 92
,, XIV. The District and City of Moorshedabad ... 94
,, XV. The District of Beerbhoom ... ... 97
,, XVI. The District of Rajshaby ... ... 103
„ XVn. The District of Rangpur ... ... 104
,, XVin. The District of Dinajpur ... ... 110
„ XIX. The District of Puroeah ... ... 116
XX. Conclusion ... ... ... 125
vi CONTENTS
Page
Second Report on tbe State of Education in Bengal :
Rajshahi ... ... ... 127 — 200
SectiOD 1. Sub-tlivirtioHb and Pn[)iilation ... 129
,, II. ILleniontJiry Instruction 196
,, III. Schools of Lcarninf^ ... 160
IV. Eiifrlish School ... ... 184
,, V Female Inst ruction ... ... 186
,, VI. Instruction of the Male Population ... 190-
,, VII. State of Native Medical Practice ..i 195
Appendix ... ... ...'^ 202
N
Third Report on the Stale of Education in Bengal .. 209 — 46T
Chapter I Statistics of Education in the District
and City of Moorshedabad, tbe Dis-
tricts of Beerblioom, Burdwan,
Midnaporc, Soutli Behur and Tirhool 210 — 349'
Section I. Progress of the Jn(|iiiry ... ... 210
,, II. Plan ol Investigation ... 21G
,, III. Distriei ol Midnaporc . . 221
.. IV. Niindicr and Dislrihul loii ol Schools in
Moorshedabad. Hcerbliooin , Burdwan,
South Btdiai and Tiibool ... 229
,, V. Bengali and Hindi Schools ... ... 2fi7
,, VI. Cleiieral Beinarks on the State of Vernacular
Instruction ... 248
VII. Sanscrit Schools . ... ... 253.
,, VIII. General Heniarks on the State of Sanscrit
Instruction ... ... ... 273'
,, IX. Persian and Arabic Schools ... ... 27T
,, X. General Kemarks on the State of J^ersian and
Arabic Instriiclion ... 291
,, XI. English, Orphans’, Girls’ and Infants’ Schools 296-
„ Xn. General Kemarks on the State of Instruction
in the Schools mentioned in the preceding
Section ... ... ... 307
CONTENTS
Page
Section XIII. I^opulation ... ... ... 313
,, XIV. General KemarkB on the Population Beturns 318
„ XV. Domestic Instriaction ... ... 323
XVI. General Kemarks on the State of Domestic
Instruction including a View of the
Amount and Proportion of Instruction
amongst the Entire Juvenile Population
of the Teachable Ago ... ... il24
XVIT. Adult Instruction ... ... 330
XVin . General Beinarks on the State of Adult
Instruction ... ... 334
XIX. The State ol Cniiie Viewed in connection
with the State of Instruction ... 341
XX. Concluding Beniarks ... ... 347
Chttptei’ IJ : Cojisidcrai/ioii of Uic Means Adfxpted
to llte iniproveiiiont atid Extension
of Public Tnstriictioji in I^engal and
Cellar ... ... 849—467
Section l^rt'lirnmarv Considerations 360
JI. Plan Pjoposed and its Application to tlie Im-
provement and Extension of Vernacular
Instruction ... .. ... 358
IIT. Application of the l*lan to the Improvement of
Sanscrit Instruction ... 41R
IV. Application of the Plan to the improvement and
Extension of Instruction amongst the
Mohammadan Population ... 438
Ax Application of the J*lan to the Instruction of the
Aboriginal Tribes ... 448
\T. Application of the Plan to Female Instruction 462
VII, Application of the Plan to the Improvement of
Begimental Schools ... ... 455
VIJI. Houses of Industry and ExperiiuenteL Farms 460
IX. Concluding Remarks ... 462
CONTENTS
Pack
Appendix . . . 468—578
A. Long’s Introdiicljon ... 468
B. Appendix to the Second lleport ;
(a) 3'able I, showing the >] umber of Children of School-
going Age, of Adultfi above it. etc., in Nature,
Kajshalii ... ... ... 528
(h) Table II, e\liibj(ing various Details relating to (jhe
Indigenous Llcnienlary Schools mentioned in the
preceding Table . . ... 547
(c) Ta))le Jil, exhibiting vanoub Details relating to ili^j
Indigenous Schools Learning mentioned in Table 1 561
PREFACE
Adam’s Reports on the State of Education in Bengal Huh-
mitted to Government in the thirties of the last century are a
veritable storehouse of information about the intel!e('.tual and
cultural conditions of the people of this province in those days.
In fact, tile value of those doeiirnents cannot be over-estimated.
They provide us with an accurate picture of the edu(‘ati(mal
condition of the people of Bengal in the early years of the mne-
teenth centurv and, incidentally, they throw much light on
other aspiM'ts of life too. Their importance to students
of cultural history of Bengal and specially of ediieaiion is indeed
groat. This importance is all the more enhanced when we (‘on-
sider the paucity of materials for reconstructing llui cultural
history of the province in the early years of British rule in this
country. The literature of the day does not offer us much help,
nor are the contemporary records plenty. Then again,
some of these records lack th(‘, sympathetic understanding
of, and close familiarity with, the life of the people — characteris-
tics which Adam brings to bear upon his investigations. Adam
possessed also a rare insight which helped him to assess with a
fair amount of accuracy the actual state of things and to un-
derstand the real iiitelleedual needs of the people. Indeed, as
Bentinck remarked while appointing him, Adam was eminently
isuited for the task (Uitrusted to him and these Reports show
how successfully lie jierfonned it. Moreover, Adam supjiorts his
researches and findings with a mass of valuable statistics which
add to the importance of his reports ; and they are justly held
in high esteem by those w’lu> are familiar w'ith them.
Unfortunately, Adam’s Reports have been long out of print.
In fact co])ies of the first edition are extremely rare. Even in
1861 the original reports were not easil\ accessibh' and so the
Bengal Government accepted the offer of the Rev. J. Long (of
the indigo fame) “ to edit a selection from or digest of the mo»t
useful portions of them.” Rut ill-health prevented Jiong from
giving immediate effect to lus ideas and it was not till 18 fi 8 that
X
PREFACE
lie eould bring out liis edition. But Long s edition too has been
out of print for many years. The reports, however, have not lost
thei)' importance even now . To the historianis their value is
obvious ; but otliers also wdll find in them many things of interest
and imjiortanee The problem of education of rural Bengal is
still a liv(‘ issue. Tt nmiains yet to be solved. Adam’s surveys
and ]-ec'.ommeudalions may, even to-day, offer us interesting
sidelights on the ]u*ol)lem and its possible solution.
ThiMi again refereiu'c to Adam’s reports ('rops up occaisional-
ly in educ.ational controversies of to-day Only the other day Sir
Philip lb irtog, published an analysis of portions of i Adam’s
Heports to disprove llu' suggestion, often made on the i^uthorit\
of \dani, dial in the (‘arU \ears of British rule Bengal pbssessed
a ‘ lae ’ of pathshalas, i.r , village elenientarv schools.*
Tt is for these rt'asons that 1 suggested to Dr. Byainaprasiid
Mookerjee. Presidcait of the Post-Oraduati' Coinudl in Arts
and ex-Vi('e-(’han(H‘llor (’ahmtta lhnversit\ , that a fresh
edition of tJiese rejiorls might he puhlished hv the Ihjivei'sity .
T)r. JVIo()kerj(‘e readily aceepted the suggestion and gave' the
neeessar\ permission Th(‘ firesent work could not have seen tlu‘
light of (lay hut ior his kind eneouragtunent . 1 lake this oppor-
tunity of recoi’ding ni\ debt of gratitude to him.
In prejiaring this edition I have folIov\’ed generally tlie text
of tlie original (‘dition This differs from long’s edition in several
res})ect^. bong left out several important sia-tions of the original
edition, as well as th(‘ valuable statistical a])pt‘ndix of the
StM'ond Ih'port I havt' iiudiided the omitted s(^ctions in the
body oi the hook hut I have incorporated the appendix in the
appendix to my edition, bong, how’ever, appended a lengthy and
valuable introduction entitled “ A Brief View of the Past and
Present State (jf Vcaaiacular Edueaition in Bengal ” in w^hich he
gave a re^sunni of ulial had been done in Bengal since Adam
submitted his final report in 1838. This introduction contains a
mass of important materials and so 1 have retained it as an
See infra, pp. 6 and 7. For ihe controversy see Sir Philip Hartog :
Some Aspects of Indian Fdneation, Past and Present; also niy article
Tiiteracy in Bengal in Early British Period ” in tlie Modern Review for
August, 1939 and R. V, Pariilekar’s article “ Literacy of India in Pre-
British Days ” m the Progress of Education (Poona) for July, 1940.
PltEFACR
Xt
appendix. Long’s reprint eontains also the correspondence be-
tween Adam and Rentinck leading to the appointment of the
Commission. Tliis was left ont in the original edition; T
have included it in the introduction. In this connection I may
point out that while in Long's edition the title of the work is
given as “Adam’s Report on Vernacular Education, etc.,’’ the
original title was " Report on the State of Education.” The
latter title seems to he more appropriate as in his reports Adam
covered not only ‘vernacular education.' i.c., education im-
parted through the medium of vernaculars but also other types of
education, viz., classical education, education of the aboriginal
tribes etc. Adam’s main emphasis was, however, on what he
called vci'iiacular education.
In conclusion 1 convey m\ sincere thanks to Mr, Priyaraiijan
Si'U and Mr. Nirmalchandra Sinha of this University for going
through the manuscript and helping me with many valuable
suggestions. 1 have also to thank Mr. Rrojendranath Banerjee
for .some valuable suggestions. .My father, inspitc of his old
age and infirmities, read over the jiroofs of the entire book
and helped me in many ways to complete the work
My thanks are also duo to Dr. Niharraujan Ray, the Univer-
Rit^ Ivihrarian, and thmugh him to the Librarian of the India
Office library, for lending me a copy of the first edition of the
rejiorts. J have also to thank Mr. Jogeschandra Chakravorti,
Registrar of the University, and the officers of the Universitj
Press particularly Mr. D. Oanguli, the Superintendent, for
promia lielp in seeing the hook through the Press.
Calcutta Onivi'rsitv
A N. BASU.
2nd September, 1941.
INTBODUCTION
1
Background
liducation ui India under the British Oovernnjent,” says
Ho\\ell. * was first ignored, then violently and succesefully
opposed, then conducted on a system now universally admitted
to he erroneous and finally placed on its present footing.”*
The Rust India Company was not much interested in education
.Hid It M\‘ts only reluetajitly tliat it began, at a mu(h later date,
lio tak(' interest in matters educational. But India had her own
system of education which had been in existenijc from time im-
memorial Tliere wen' the tols and nuidrassas, the seats of
Sanskrit and Arabic learning There WTre the pathshalas, the
indigenous elementarv schools scattered all over the countryside.
Rrom the early yc'ars of the nineteenth (‘ontury, however,
atlemjits w’crc made to introduce a new type of education.
These attempts w-ere made by Christian missionaries and private
individuals, both Indian and European. Sometimes individual
offu'crs of the ('Company also gave some encouragement to
education, and here and there applied public funds for this
purpose But despite such (?fforts of individual officers, the
East India Company had not yet come to regard the promotion
of learning as part of it^ duty ; and there was much opposition to
the establishment of an\ new system of instruction. In fact
when a proposal was made to induce the Com[)any to take up that
duty and to send out ‘‘ schoolmasters and missioimries ” from
England, it was stoutly opposed by tlie Board of Directors and
some of them urged that ” tlie Hindus had as good a system of
faith and morals as most people and that it would he madness
to attempt their conversion or to give them any more learning
' A. Howell : Fiducation in British India (1872), p. 1,
XIV
INTRODUCTION
or any otlicr deficription of learning than what they already
j>()sseKRed/'‘‘
Gradually, however, opinion in England l)egnu lo change and
the idea began to dawn that the East India Company should be
made to accept its legitimate duties for the promotion of learn-
ing in Jndia. This change of opinion was reflected in llie
insertion of the famous “ education clause ” in the East India
Company Act of 3813. The clause stated that ;™
“ It ishall be lawful for the Governor-General in (V>nn^*il to
direct that out of any sur])lus wliicli nia\ remain of tlu‘ rents,
i'(‘vemuis and profits arising from the said territorial \ic<pusi-
lions, after defraying the expenses of the military, civj[ and
coniTiierclal establishments and f)a\ing the interest of the debt,
ill manner iKO'einafter provided, a sum of not less than one lac
of rupees in each year shall h(‘ set apart aial applied to
rcvh'dl and ini firovernenis of htcrafurc and thr encouragement
of ilie learned nafitWH of India and for the inirod ueiion and
promotion of a loiou'ledge of ihe Heieneen among ilie inliabilants
of the Britisli territories in India.” '
We should i'eniemh(‘r in tin’s connection that the clause was
included in the Act irispitt' of ihe opposition from the Board of
Jliredoi’s of tlu' Company Naturally with their numerous
other |)rcoccupations, they were not a little embarrassed as to
liow to spend the uiones, which, coiitrarv to their wishes, they
suddenly found theinsolves ])resente(l with, from their own
revenues. Another point to be noted was that the clause put
forward two distinct jiropositions, namely (/) the revival and
improvement of literature* and encouragement of learned natives
of India, and (li) the introduction and promotion of a knowledge
of the sciences. On the face of it there was nothing
contradictory in these two propositions. But difficulties arose
when it was sought to get from the clause a clear direction as to
how the Government was to spend tlie money. In fact the
ambiguity led to a sort of inaction on the part of the Govern-
ment so miu'h so that until 1823 nothing practically w^as done
Quot<‘(l jn (he Selections Irom Eciiieational Hccorcls, \ol. 1, p. 17.
f East India Compaiiyi Act of 1813, Section 43. See the Selections from
Educational Records, Vol. 1 , p. 22. The Italics are mine.
INTRODUCTION
XV
•excepting giving indiscriminate grants to a few institutions
which had been brought into existence through various agencies.
In 1823 the General Committee of Public Instruction was ap-
pointed and it decided to interpret the clause in favour of a
policy of founding oriental colleges and translating and ])ublis]i-
ing works in oriental classical languages. It may be pointed
out here that the Committee was composed of men like* II. T.
Prinsep, H. H. Wilson and others, most of whom were great
admirers of oriental learning and some of them were* themselves
well known oriental] scholars. This explaiiis their natural predi-
lection in fjivour of oriental classical learning. 11) is poliev of the
(T(meral Comniitt(*.e was vehemently attacki'd h\ Kaja Kam-
mohun Roy in a letter he addressed to Lord Amherst in 1823.
It may he said to have started the famous Anglicist -Orientalist
controversy in the liistory of Indian education
Meanwhile a sei'tion of public, opinion in tliis ('onntr\ had
begun to advocate a new form of education. The Hindu College
had been founded in 1817 and an influential section of the people
had come 1o realise the importance — economic and cultural — of
English learning. Thei'e were men like David Hare, and liam-
mohnn Roy ^\ho advocat'd the introduction of western sciences
for their (uiltural value. There w^ere the missionaries who
favoured this course because to them it meant an cvangelico
praeparatio, a step towards the ultimate christianisation of the
people of this country ; and then there wtu'e the middle classes
living in the neighbourhood of the metropolis to whom a know-
ledge of English was a sure passport to service and who, there-
fore, clamoured for the introduction of English. By this time
there were some members in the General Committee who also
advocated the introduction of western education.
In 1833 the funds at the disposal of the Committee were
increased by an Act of Parliament from one lakh to ten lakhs of
nij)ces per year. This increased revenue magnified the difTi-
culties which were already facing the Geuei’al Committee for
soujetime past. How was it to bi* t^mployc'd? This question
aroused a great dissension in the Committee One party was in
favour of simply cnhu'ging its previous operations and of eonti-
iiuing to spend money on oriental education The other parfy
resolved not only to prevent such an outlay but actually to
retrench the existing expenditure on oricnialia. In numbers
XTl
INTRODUCTION
the parties exactly balanced five against five; but in point of
distinction the orientalists were superior. This was the famouB-
Anglic'ist-Orientalist controversy to which reference has already
been made. In this connecition it is interesting to note that tjlo
controversy finally resolved itself into the question whether
knowledge was to be imparted through oriental classical
languages or English. The case for the languages of the people
was lightly bruslied aside by both parties, both of them agreeing
tacitly that these languages could not be used as vehicles of
new ideas. Incidentally another characteristic feature, of the
controversy was that both ])arties were advocates of th^ filtra-
tion theory ; both assumed that education was to be at fiist con-
fined to the upper and middle classes and that it would gradually
percolate down to the masses. The result of the controversy
was the creation of an impasse in the General Comirfittee.
Apparently the time had come wlien a clofir enunciation of the
educational policy w’as called for.
At this point three, persons entered the stage. The first
was Lord William Beiitinck v^'ho came out to India in 1828 as
the Governor-General. He was followed by Mactaulay who
came out in 1884 as the Legislative meinbor of the Supreme
Council. The third was William Adam who, in point of fact,
had already been present in this country for some years.
l^entinck was called upon to give his verdict on the contro-
versy. Both the Anglicists and the Orientalists sent in to the
Government lengthy expositions of their opinion and Bentinck
had to (ome to a decision. Bentinck asked Macaulay to accept
the Presidentship of the General Committee and help him in
coming to a decision. This was the occasion for the celebrated
Minute which Macaulay wrote on the 2nd February, 1885;
Macaulay did not mince matters and vehemently attacked the
orientalists and supported the anglicist point of view.
Bentinck agreed with the views of Macaulay and on the 7th
March, 1835, passed a Eesolution in favour of “ promotion of
European literature and science among the natives of India” and
laying down that ” all the funds appropriated for the purpose of
ediK'ution would be best employed on English education alone.”
This exclusive proposal sealed the fate of oriental learning and
education through the vernaculars. It is, however, not a little
INTRODUCTION
xvii
curious that the Governor- General had only six weeks ago
accepted the suggestion of Adam to institute a survey of educa-
tion in Bengal with a view to ulterior measures for its exten-
sion and improvement.” He had further appointed Adam a
Commissioner to conduct the survey and to submit reports. So
it is rather perplexing to find the Governor- General in a hurry
to arrive at a decision without waiting for the result of Adam's
enquiries. Are we justified in holding that Macaulay forced his
hands? But the Besolution of the 7th March, 1835, was cer-
tainly not the last word, for Bentinck did not stop the enquiry
by Adam. Then should we conclude that Bentinck was not very
sure of his steps?
It is perhaps not unlikely that Bentinck was anxious to
have further evidence to arrive at a correct judgment and that
he intended the Besolution of the 7th March to provide a tenta-
tive or provisional scheme. It may also be held that Bentinck
was unwilling to commit the Government to an irrevocable
decision and that he might have desired that his successors
would, in the light of the findings of Adam, come to a truer
perspective of things and a surer judgment for future guidance.
Whatever might have been his motives in promulgating the
Besolution of the 7th March there is little doubt that the ap-
pointment of Adam indicates Bentinck 's recognition of the
existence of a wide-spread system of indigenous education with
all its implications.
it would be interesting, though idle, to speculate what
course Indian education would have taken if Bentinck were
tliere as the Governor- General when Adam's reports were finally
placed before the Government. Perhaps he would have paid
tile attention the reports justly deserved; perhaps he would have
a('cepted some of the recommendations Adam made. There is
no doubt that if Adam’s recommendations were given effect to,
foundation would have been laid of what might justly be called
(and was actually called by Adam) a truly national system of
education for India. But the die had been cast. Macaulay's
championship won for the new type of education the precedence
and weightage which rightfully belonged to the existing indi-
genous system. Auckland was averse to revise the decision and
the General Committee called Adame scheme ” impracticable,”
b-l326B.
XYill
TNTUODUGTION
Thus western education got the monopoly of State patronage and
protection and a splendid opportunity was lost of building, up a
national system of education based on the languages and culture
of the people
II
Biographical Sketch
William Adam was a native of Dunfermline, Scotland. Jn
his early days he was a student at St. Andrews. About 1815 he
joined the Baptist Missionary Society and went to Bristol and
later to Glasgow for necessary training. In Juno, 1817, the Home
Committee resolved to scaid him to Serampore. Adam was to
proceed from there lo Surat to join Mr. C. C. Aratoon. In
October that year Adam embarked for India at Liverpool and
reached Serampore on tl}e 19th March, 1818. In January, 1819,
he married Miss Phoebe Grant, the daughter of a local mis-
sionary.
As there seemed to be much uncertainty about the Surat
mission Adam wont lo n^side at Calcutta after severing his con-
nection with the Serampoie missionaries. There he engaged
himself in studying the Bengali and Sanskrit languages so as to
qualify himself better for work in this province.
About this time Adam came in contact with Raja Rammohun
Roy and this event marked a turning point in his career. For
some time he was engaged with the Raja and Dr. Yates
in translating the four Gospels into Bengali. Rammohun Roy
was not satisfied with the translations of Carey and Ellerton;
for they were full of the most flagrant violations of Bengali
idioms ; so ho requested Adam and Dr. Yates to help him in
translating llu* (TOS])el)s afresh from the original, and they
readily gave their assistance. However, after a time Dr. Yates
withdrew and it was left lo Rammohun and Adam to complete
the work. It was in this connection that Adam came undi^r the
INTROl>DCTION
xix
nfluence of the Raja and became his intimate friend. Under
is influence Adam formally renounced his belief in the doc-
rine of the Trinity and avowed himself Unitarian. Finally
:i March, 1821, he severed his connection with the Missionary
) 0 '*iety.
In September, 1821, the Calcutta Unitarian Committee was
[)nned, which included, among others, Raja Rammohun Roy,
Kerr, a former missionary, who had joined the Uncovenanted
Service, and Adam. And Adam became the first Unitarian
Minister in Calcutta. He used to conduct English services
;i the Harkaru office till August, 1827; afterwards a
►oom was hired where he conducted ,servic*,es until the Brahmo
5amaj Hall was opened on the 23rd January, 1830. It is in-
eresting to note that Rammohun paid the rent for the room
vhere Adam conducted his services. All through his life Ram-
nohun Roy was a good friend of Adam, he even provided for
lini and his family in his will.
By this time Adam had become a prominent figure in the
public life of Calcutta. He had a large circde of friends among
he officials and non-officials in the city. He was held in high
sleem by men like Bentinck, David Hare, Raimnohim, Ram-
[opal (Hiose and others. He vvas a generous patron of learning
nd a liberal contributor to charities. Tn the Samhad Kaumudi
f the 22nd February, 1832, we find reference to Adam contribu-
ing to the upkeep of a Hindu Free School *
Adam’s connection with the Calcutta Press commenced most
irobably about 1825 wheji James Sutherland averted the sup-
ression of the Bengal Chronicle by Government by avowing the
uthorship of some offensive articles and engaging to discontinue
is connection with the paper. On this condition the Bengal
hronicle was permitted to continue its })ul)lication, and Adam
I laceeded Sutherland as Editor; but there was disagree-
lent with the proprietor and he withdrew. In January, 1827,
dam started the Calcutta Chronicle^ and Sutherland joined him
p eo-proprietor and co-editor. The success of the paper siir-
sssed their most sanguine expectation®, but on account of some
INTRODUCTION
remarks on the question of Calcutta Stamp Act, T-*ord Combre-
mere suppressed it *
So from the 1st June, 1827, the Calcutia Chronicle ceased
publication. In the meantime the order of the Court of
* On this occasion the following correspondence passed between him and
Government : —
Mb. william ABAM and Mr. VILLIERS HOLCHOFT.
Proprietors of the Calcutta Chromclcy
General Department. Council Chamber, 81si May, J82t
Gentlemen,
The general tenor of the contents of the CaJcuiia ChronicJe having beenS
for some time past highly disrespectful to the Government and to the^
Honourable the Court of Directors, and that paper of the 19th instant in.
particular comprising several paragraphs in direct violation of the Regulations
regarding the press, I am directed to inform you, that the Right Honourable
the Vice-Plesident in Council has resolved that the publishing of the Calcutta
Chronicle be cancelled, and it is hereby cancelled accordingly from the present
date.
I am, Gentlemen,
Yonr obedient servant,
C. LURHINGTON,
Chief Secretary to the Government.
its
the
To
charijEs lushington, esq.,
Chief Secretary lo the Government.
Calcutta, 31st May, 1827.
Sir,
I have the honour to acknowledge the receipt of your letter of this date^
informing me that the licence of the Calcutta Chronicle is cancelled by the
Right Honourable the Vice-President in Council.
As his Lordship in Council has not seen fit to indicate the particular
articles or paragraphs that have brought upon me this heavy expression of
his displeasure, I am at a loss to know wherein my offence consists, what are
the violations of the Press Regulations to which his Lordship refers, or in
what respects the general tenor of the paper has been considered as highly
disrespectful to the Government, and to the Honourable the Court of
Directors.
I beg to call to the recollection of his Lordship in Council, that the rules
attached to the Press Regulations are expressly declared to impose no irksome
restraints on the publication and discussion of any matters of general interest
relating to European or Indian affairs, provided they are conducted with the
temper and decorum which the Government has a right to expect from those'
living under its protection; neither do they preclude individuals from offering,
in a temperate and decorous manner, through the channel of the public news-
papers or other periodical works, their own views and sentiments relative t<r
INTRODUCTION
XXI
Directors repeating the prohibition of the East India Company's
M-rvants connecting themselves in any way with the Indian
l^ress reached Calcutta in March, 1829. In view of this Dr.
John Grant of the Bengal Medical Establishments was obliged
iniitlers affecting the interests of the community. With profound deference lo
Jhs Lordship in Council, I beg to state, that m offering my sentiments
relative to matters affecting the interests of the community, I am not
'onscious of having transgressed the bounds here prescribed.
I beg respectfully to submit, for Ihe consideration of his Lordship in
C-c^uucil, that in every former case of suppression several previous admoni-
tions have been given, whereas in the piesent case, although J am informed
that the general tenor of the contents of the Calcutta Chronicle has been
runsidered for some time past highly disrespectful, yet the withdrawal of
the licence is sudden and unexpected, and has not been preceded by any
authoritative warning, to which it would have been at once my duty, my
interest, and my inclination to attend.
Knowing the difficulties and dangers that beset the path of an Indian
♦uhtor, I was originally irduccd to allow my name to be sent in to Govern-
ment in that character with extreme unwillingness, which was vanquished
( liicfly by thi hope of being instrumental in saving from destruction the
property of a poor man, vested in a paper that had incurred the displeasure
of Government in that case, and subsequently encouraged me to embark
property on my own account in a similar concern. I venture to hope that
an engagement thus commenced for the benefit of another will not be termi-
nated by the fiat of his Lordship in Council, to my great loss, without any
premonition for my guard and guidance.
I have only to add, that should his Lordship in Council be pleased to
extend to me the same consideration which has been bestowed upon others
in similar circumstances, it will be my earnest endeavour to avoid whatever
may appear likely lo be deemed a violalion of tlie Press Kegiilations.
J have the honour to be,
Sm,
^our obedient servant,
(Sd.) W. ADAM,
Sole Proprietor of the Calcutta Chronicle.
Mr. V 3LLIAM ADAM,
General Department. Council Chamber, Ist June, 1827.
Sir,
Your letter of yesterday’s datt* having been laid before Government, T
am directed to inform you that the Right Honourable the Vice-President in
^’(•uiicil does not think il necessary to make any more specific reference to
^he objectionable passages contained in the Calcutta Chronicle of the 29th
>iltimo than w'as done in iny cornmunicalum of yesterday.
r uin desired to add that the remainder of your letter requires no other
reply than that the warnings publicly given to other editors were sufficient
XXll
INTRODUCTION
to sever his counectioo with Indio. Gazette as Editor. II 0
was siu'ceeded in the editorship of the paper by Adam. Under
his management the paper prospered greatly and became a true
and (‘ourageoiiH vehicle of indepenclent public opinion..*
Towards th(^ end of 18B3 Messrs. Mackintosh and Company,
the Proprietors of the India Gazeite, collapsed owing to general
financial crash, and they were obliged to sell the paper to
Dwarkanatli Tagore, out' of the jaoin'ietors of the Bengal
Harluiru. Tlio daily edition of the India Gazette was amal-
gamated with the Bengal Harharn, but its tri-weekly edition
was continued under Adam till ISBo.
Adam must have become interested in the subject of
education quite early in Ins career in Calcutta. We liavc already
seen how he used to (ain tribute to tlie upkeep of a Calcutta
school. Then again, he was an intimate friend of Raja Ram-
mohun Ho> who was closely associated w^ith all the new
educational activities in C’alcutta in those days. Those were
eventful years indeed Just before Adam came to Calcutta the
Hindu College had lieen founded David Hare had already been
inspiring the people with new educational ideas. The Serampore
missionaries had beim active for sonu‘ years. The Calcutta
for your information, and ihal the Govr'rnment does not see fit to accede to
your application for permission to continue the fuiblication of the Calcutta
Chronicle.
r am,
Sm,
Your obedient servant,
(Sd.) C. LURHfNGTON,
(-hief Secretaiv- to the Government.
Adam’s ability as an editor received high eulogies from Mr. J. H.
Sto(;(]iieler, the founder of the Calcutta FJmjhNhrnan , who spoke ho^v under
Adam “the India Gazette became the rcpertor*\ of gi^avity, and th<* cairn yet
scrupulous and honest investigator of every question of interest, present or
remote, that could possibly be offered to the consideration of a coinmunity
growing in extent and intelligence.’’ Thi; following comment of Mr. Stocqueler
in this connection is also interesting reading : “ The India Gazette is
ultra-radical in its politics, it enters largely upon the consideration of
questions connected with the Goverr.ment of the crountry, undeterred by any
fear of the displeasure of authority, or any anxiety for the applause of the
inultitudr ; its literary taste is severe, its sources of intelligence numerous,
and its mechanical getting up’ not inferior to the most respectable liondou
journals. This is high encomium indeed coming as it did from the pen
of one who might be described as a competitor in the field of journalism..
Stocjueler’s remarks bring out in clear perspective the character not only of
^the journal but of jts editor as well.
INTRODUCTION
xxiit
School Book Society was publishing school textbooks; and the
Calcutta School Society and other bodies were founding schools
introducing a new type of educational organisation.
Ais we have already seen, with his quick sympathies Adam
had early got into touch with the sentiments and aspirations
of the people whose language he had studied and mastered
and whose manners, customs, and traditions he had made
himself familiar with. He became convinced that the
expenditure of public money on Sanskrit and Arabic
literature and schools was a mistake so long as the great
masses were eager for education in their own tongues. He
was also convinced that if education was to lead to the moral
regeneration of the people it could not Mud should not be
confined to the instruction in English of a handful of men from
the upper and middle classes of society, but it should permeate
the entire social structure in the manner in which the indi-
genous system had permeated from time immemorial. Jn 1821)
ho addreissed a memorandum to Lord William Bentinck on the
siil)j(‘c‘.t of popular education and in it he suggested that an
educational survey of the country should be undertaken, such
survey being an indispensable preliminary to any measure for
educational reform; but apparently nothing came out of this
suggestion. So in 1834 he again approached liord Bentinck with
a similar proposal for instituting an investigation into the actual
state of education in this coiintr> . His idea was, “ to know
what the country needs to be done for it by Government, we
must first know what the country has done and is doing for
itself.”* On this occasion Adam’s representation met with
success. His proposal was discussed and approved by
Bentinck and in January, 18S5, at the request of
Bentinck Adam wrote a formal letterl to the Governor-
General outlining his plan and giving details of the pro-
cedure that might be adopted if his proposals were
sanctioned by Government. Bentinck gave his formal
sanction in a Minute, dated the 2(Hh January, 1835f and
Adam was appointed a Commissioner to survey the
* See p, 1 of the Keports.
f in view of the importance of the correspondence it has been repro-
duced in extenso in the introduction. See infra, p, Ivii. *
3HaV
INTRODUCTION
state of education in Bengal on a consolidated allowance
©f Bs. 1,000 and placed under the General Committee of Public
Instruction. In the opinion of Bentinck Adam was “ peculiar-
ly qualified for this undertaking.” He describes Adam thus:
“ This gentleman came to India seventeen years ago, as a
Missionary, and has latterly been Editor of the India Gazette.
With considerable ability he possesses great industry and a high
character for integrity. His knowledge of the lapguages, and
his habit of intercourse with the Natives, give him\ peculiar ad-
vantage for such an enquiry.” That Adam fully Reserved this
tribute from Bentinck cannot be doubted.
So Adam began his momentous enquiries. For nearly three
years he was engaged on this work. He travelled through the
hamlets and villages in the districts of Bengal, mixed with the
high and the low, came in close contact with the people and
saw the actual condition of things. In the course of his en-
quiries he collected a mass of valuable materials at infinite pain,
labour and patience and the results of his researches were em-
bodied in what has been called ” one of the ablest reports ever
written in India.” Macaulay, as the President of the General
Committee, to whom Adam officially submitted his Keports did
not fail to appreciate his work. He said that these full and
exhaustive reports were ‘‘ the best sketches on the state of
education that had been submitted before the public.”
Adam submitted in all three Eeports at different times.
The first report is dated Ist July, 1835, the second 23rd Decem-
ber, 1835 and the third report the 28th April, 1838.
It is said that in 1837 Adam was offered the se(‘retaryship
of the General Committee of Public Instnictuui ; but he declined
the appointment because he could not acce}»t the enioiuinent
that had been offered. However, in 1838 after his monumental
labours were concluded he worked for some months as the Com-
missioner of the Court of Bequests.
I have told elsewhere the subsequent history of these
reports, how they were shelved by the General Committee and
how bis recommendations were turned down by that body and
the Government. Perhaps Adam had expected a better recep-
tion for his labours and on the turn of events felt disappoint-
ed. Soon after that he left India.
INTRODUGTIOK
XXV
Towards the end of 1838 Adam went to the United States
to meet his wife who was then living in Boston. He spent
sometime there and lectured on the subject of slavery in British
India. These lectures were published in 1840 under the title
The Law and Custom of Slavery in British India. In 1841
Adam returned to England. There he published his East
India Year Book in 1841. Subsequently he became the
editor of the British India Advocate, the organ of the recently
established British India Society of London. In 1863 Adam
published another work entitled “ Enquiry into the Theories of
History.” The book was publibsed by Messrs. W. H. Allen &
Co., London.
The subsequent career of Adam is not well known; but he
appeared to have lived to an advanced age. Miss Collett in her
book about Baja Eammohiin Boy states that as late as 1879
Adam wrote a biographical memoir of his early friend and patron.
This would make him over 80 years of age at that time. It is
not known how much longer he lived or when or where he died.
We close this brief sketch of Adam’s life with a tribute paid
to him by Sambhuchandra Mukherjee, one of his younger con-
temporaries and one of the eminent leaders of Bengal in the
nineteentli centui^. In his diaries Sambhuchandra recorded his
impressions about Adam and his work in glowing terms as
follows : —
William Adam was one of the purest and highest minded
philanthrophists that worked for India. He came out to Bengal
as a Protestant Missionary. Coming for wool he went away
shorn. He entered into controversy with Bammohun Roy. In
trying to convert him he was himself converted. He gave up
his profession or at least his church, and subsequently joined the
Unitarians whose first missionary in India he became.” . . .
” He was not only a man of great learning, but also one
of remarkable lucidity of expression and high ratiocinative
powers. Withal he was animated by too austere a virtue to do
in the world, either of India or England ; and when he retired
his interest in the fortunes of humanity remained though he
had failed to make his fortune.” . . . He
was one of our grand benefactors. . It is strange
that though I have always entertained the highest regard
XXVI
introduction
for hinQ as a man of probity, varied and deep scholarship and
benevolence, the friend of Rammohun 3toy and David Hare, of
Trevelyan and Bentincik, 1 never thought of it. I had failed to
take his true measure. Perhaps I had not sufficiently cared to
measure him, content lo respect him. Nor had any
body else given that measure." . . " How docs
it come to pass that T should come to make ^this
discovery*.^ 1 believe that Adam’s own modesty was on the |way
of his fame throughout his life, in India as in England. There
is some luck in these matters too. Some are more fortunate tnan
others. Somr\ are blessed with zealous friends who do the nefed-
ful for them Others are cursed with jealous friends who darhn
them with faint ])raise in public and run them down in secret,
just hint n fault or hesitate dislike. I suspect another cause,
his religion. In those days the odium tit cologic um was fierce,
and it was a living .social fore.e-. To be suspected of heterodoxy
was sutficient to blast a man’s ])rospects. Adam’s heterodoxy
was confessed. And then he still further irritated national
jealousy by joining what might well be regarded as an American
Communion — Unitarianism As if to exasperate the proud
British he made another change — ^not bac'kwards to orthodox
Christianity, but furtlier onwards in Heterodoxy — to Vedantism.
This was the most uiikindest cut of all. The Yankee may be a
queer cronturo with dirty liabits who unceremoniously spits on
vour best Biaisscls (*ar[)et But he iis a brother for all that,
brother Jonatlum in fact.
The Education Commission of Lord Dufferin does justice
to Mr. Adam, speaking of the record of his inquiry as the ablest
report ever written in India. That report certainly educated
the rulers if it did not bring forth any other immediate fruit."
. " Adam held sound views on the subject of national im-
provement. He was for the promotion of vernacular education
at a time when it was at a discount after the triumph of the
Anglicists lieaded by Macaulay ; wuthout being a partisan of the
side of the Shakespeares and the Wilsons and the Prinseps, he
was no more a blind advocate of the cause of ‘ English for ever
of the Trevelyans, the D. L. R.’s and the Duffs. He only saw
that there was no hope of national regeneration without the
medium of a national tongue which English eoiild'^ hot
‘pretend to , be in India." . . “ Mr. Adam Was-
introduction
xxvit
one ' Of the few European philanthropists who be-
friended us, putting us in the way of progress, at a time
when Europeans c.ame here to make as much out of the country
and people as they could and leave — as great as David Hare,
th(jugh unrecognised. Ho advocated the rights of the natives
when the idea of native rights seemed ludicrous. He was the
Hobert Knight of the Anglo-Indian Press at its commencement.
He was the precursor of the good and energetic spirits who have
since, from time to time, endeavoured to set u]) a permanent
nuichiriery in Europe for keeping the world there informed of the
true state of the East.”
These are words of high praise indeed ; but there can be no
doubt that they were eminently deserved.*
Ill
Eeview of the Eeports
The original reports were published by order of the
(lovernment separately in 1835, 1836 and 1838. A later
edition of these reports were published by the Eev. J. Long
in 1868, under the title ” Adam’s Eeport on Vernacular Educa-
tion in Bengal and Behar submitted to Government in 1835,
1836 and 1838, with a brief view of its present condition.” The
volume was printed in Calcutta at the Home Secretariat Press.
The book (in Long’s edition), contains :
' (t) An introduction’ by Long (46 pages separately
paginated).
* For materials for the abovie sketch I am indebted to a;i^' • ikitticle by
8. C. Sanyal in the Bengal^ Post and Presents Vol. VIIIv HIM,*’
ancviii
INTRODUCTION
(ii) A letter, dated the 2nd January, 1835, from William
Adam to Lord William Bentinek (pp. 1-9V
(m) A Minute by Lord William Bentinck, dated the 2()th
January, 1835 (pp. 10-13).
(w) The First Beport, dated tlie 1st February. 1835*
(pp. 14-84)
(v) The Sec.ond lle])ori, dated the 23rd Decembtu', 1835
(pp. 85-142). ^
(vi) The Third Beport, dated the 28th A])ril, 1838 (^]). 143-
342). \
I
Long’s edition differs from the original edition not only in
having an introduction but in one or two (jther I’sepects.i J’t con-
tains the letter from Adam to Bentinck and Bentinck’s Minute
which arc not printed in any of the original reports. On the
other band, the original (.‘dition of the Second Report contains a
useful summary and a number of tables in the form of an
appendix of 48 pages which were not printed by Long. Besides,
several important sections of the First, Second and Third
Reports are also missing in the later edition.
The following portions were omitted in Long’s edition (the
page references are to the present edition): —
1st Report :
(1) pp. 23-34 — A sub-section on “ English Colleges and
Schools.” (up to end of the first paragraph.)
(2) pp. 35-46 — Continuation of the above sub-section.
(3) p. 49 — A sub -section on ” Infant Schools.”
(4) p. 51 — A small sub-section on ” English Schools.”
(5) p. 55 — Ditto Ditto
{6) pp. 61-67 — A sub-section on ' English Colleges and
Schools. ”
(7) p, 72 — A small sub-section on ” English Schools.”
(B) p. 85 Ditto Ditto
(9) pp. 86-87 — Two small sub-sections on ” Elementary
Schools not Indigenous ” and ” English
Schools. ”
original edition mentions Ist July.
T See supra, pp. x and xi.
INTKODUCTION
XXIX
(10) pp. 89-90— Two small sub-sections on “ English Schools '*
and “ Native Eemale School/’
(11) p. 97 — One small sub-section on “ English Schools.”
(12) p. 100 — Ditto Ditto
(13) pp. 107-110 — One sub-section on ” English Schools.”
(14) p. 122 — One small sub-section on ” English Schools/ '
2nd Beport :
(15) pp. 184ff — One entire section on ” English Schools.”
(16) pp. 202fT — Appendix to the Second Beport.
3rd Beport:
(17) p. 209 — Preface to the Third Beport.
(18) p. 210 — Opening lines of the first chapter. Long begins
with Section I.
(19) }»p. 296-304 — One entire section on ” English, Orphan,
Girls and Infants Schools.” Long begins
with the third paragraph on p. 304 and
continues up to the end of first paragraph
under ” District of South Behar” (p. 306)
and leaves the remaining portion of the
section.
(20) pp. 307-306 — ^First six lines of Section XI 1.
(21) pp. 309-310 — A small sub-section, containing the para-
graph beginning with the word, {Third.
(22) p. 312 — A small sub-section, containing the entire para-
graph on this page.
(23) p. 455 — One entire section dealing with ” Begimental
Schools.”
First Beport
At the very outset of the First Beport Adam thus defines
the objectives of his enquiries: ” To know what the country
needs to be done for it by Government we must first know what
the country has done and is doing for itself. ’ ' A little further
on he says, ” The sufficiency of the means of education existing
in a coimtry depends, first upon the nature of the instruction
given ; secondly , upon the proportion of institutions of education^
XXX
INTRODUCTION
to tie population needing instruction; and thirdly, upon • the
proper distribution of those institutions. I have accordingly
endeavoured, in (‘ollecting and (‘ompiling the following detail-s,
to keep these three considerations in view.” (p. S.j
This First Eeport of Adam is a compilation from various
sources of all that had been yireviously ascertained on the subject.
The compilation was made at the suggestion of Macaulay who
wrote on the 24th March, 1835, “ Mr. Adam cannot at present be
more usefully employed than in digesting such information on
the subject of Native Education, as may be contained in\ reports
formerly made.” t
It sliould be I’emernbered in this connection that Adam
was placed under the orders of the (xeneral Committc'c of
Public Instruction of which Alacaulay became the President
in March, 1835. It is also notewortliy that the minute of
Bentinck containing the eudoisement of three other members
of the Council does not contain Macaulay's signature. The
absence of Macaulay’s signature is significant. The minute
wa^ WTitten when the quarrel between Anglicists and Orientalists
was reaching its climax and when perhaps Ma(*aulay was busy
marshalling his facts to be ini^orporated in his famous minute.
Irom the ver\ nature of these enquiries Macaulay could not
have much sympathy with them.
The main souri'es of this preliminary report, as Adam
mentions in the first part of his report, were :
(i) J he reports ot J)r. Francis JlucJianan.
(li) Records of tlu^ (leneraJ Committee of Ihiblic Jnstnui-
tion,
(tit) Walter Hamilton ’s Eaxf India GantsUerr (2nd edi-
tion, 1828).
(iv) Missionary, College and School reports.
(«) Fisher's memoir (published us Appendix to the Report
from the- Select Committee of the House of Com-
mons on the Affairs of East India Company), 16th
Angusl., 1932 * ’ ■ »
Educational Ec(ords.**Part”T,"^by*H f™”®
INTRODUCTION
xxxi
The report has a short introduction, nineteen “ sections ”
•dealing with various districts of Bengal and a “ conclusion.”
The information in the diiYerent sections is dealt with under the
following headings (in mme sections not all the categories are
included) : (1) Population, (2) indigenous elementary schoc^ls,
(3) elementary schools not indigenous, (4) indigenous schools of
learning (Hindu and Muhammadan), (5) " Native female
schools,” and (6) English Colleges and Schools.*
indigenous elemen^ry schools ’ ’ Adam meant ‘ ‘ those
schools in which instruction in the elements knowledj^^^^
communicated and wdiich have been originated and are jiuppprted
^y the Natives themselves.” It is in connection with these
schools that Adam made tliat famous statement which has been
often quoted about there being a lakh of such schools in Bengal
(see p. 7). These are his actual words : —
The estimate of KK),000 such schools in Bengal and Behar
is confirined by a consideration of the number of villages in
those two provinces. Their number has been officially estimated
at 150,748, of whicli, not all, but most have each a schooL If
it be admitted that tliere is so large a proportion as a third of
the villages that have no schools, there will still be 100,000 that
have them. Let it be admitted that these calculations from
uncertain preiriises arc only distant approximations to the iruthj
and it will still appear that the system of village schools is
extensively prevalent ; that the desire to give education to their
male children must be deeply seated in the minds of the parents
even of the humblest classes ; and that these are the institutions,
closely interwoven us they are with the habits of the people and
the customs of the country, through which primarily, although
not exclusively, we may hope to improve the morals and in-
tellect of the native population.!
♦These have been generally left out in Long’s edition; see supra
pp. xxviii and xxix.
t As referred to in the preface this statement has been the occasion of
much controversy in recent times. For one side of the case reference may
be made to Sir Philip Hartog’s Some Aspects of Indian Education, Past
and Present ; the other side of the case has been discussed briefly in, my
article “ Literacy in ;^ngal in Early British Period ” in the Modern Re-
view, August. 1939 and elaborately by K. V. Paruiekar in his article “Lite-
racy of India in Pre-British Days” in the Progress of Education; Poona,
for July, 1^,
INTRODUCTION
The npn-indigenous elementa ry sc hools were ..thos e schoote
which^had been established and were being^supported by mis-
sionaries, planters or religious and philanthropic societies
m which indigenous methods of te.aj?hiug had been improved
upon by the adaptation in them of European methods and
means. Adam’s reports about this type of schools give in fact
a fairly connected history of early missionary and other ven-
tures in the field of elementary education. |
The indigenous schools of learning were of \course the
Sanskrit tols and Persian and Arabic madrassas. Ayiam’s de-
tailed description of this type of institutions is full of interest
and information.
' The English colleges and schools were those institutions in
which English and European sciences were taught. In this
connection Adam gives some interesting details about the Hindu
College, Serarnpore College and other similar institutions.
Among many other interesting informations contained in
the First Eeport mention may be made here of the following : —
{i) A discussion on tlie population of Calcutta in the early
years of the nineteenth century (p. 5).
[ii) A description of the indigenous elementary schools
and of the courses of instruction followed in them (pp. 6-9’
and 56).
{Hi) A short histoi’v of the early missionary and private
efforts in Calcutta and its vicinity including the activities of
the Calcutta School Society, Church Missionary Society and
similar other bodies (pp. 9-16 and 23-46).
(iv) A brief description of the early efforts in the field of
girls’ education (pp. 46-49 and 67, 68).
(v) A description of tols and the courses of instruction fol-
lower in them (pp. 16-23). The details of the tols of Nadia are
given in p. 75 and the following pages.
(ui) A description of the Serarnpore College (pp. 61-66).
(vu) A description of early educational activities in the
Caro Hills (pp. 108-109).
INTRODUCTION
xxxiii
Second Eepoht
The Second Eeport deals with the district of Eajshahi. The
General Committee had instructed Adam that instead of hurrying
over a large space in a short time he should see that the inform a-
fcion obtained should be complete as far as it went, “ clear and
specific in details and depending upon actual observation or
undoubted authority.” Interpreting these instructions Adam
concentrated on thoroughly examining the state of education in
one subdivision of the district of Eajshahi, viz., Natore, which
with such qualifications as might appear necessary, might be
taken as a sample of the whole.
This report has a short introduction and seven sections. It
v'as signed at Moorshodabad on the 23rd December, 1835. It
contains detailed description and statistics of the educational
conditions of Nator(‘. It has aready been stated that the
original edition of this report contained three extremely valuable
statistical tables which were left out in Long's edition. Thest*
tables will be found in the appendix to the present edition.
In the Second Eeport Adam adopted a new classification for
elementary schools. He divided such schools in the following
categories: — (i) elementary Bengali schools, (u) elementary
Persian schools; {Hi) elementary Arabic schools and {iv) ele-
mentary Persian and Bengali schools.
In the First Eeport Adam had nothing to say about that
type of instruction which in the Second Eeport he called
‘ domestic instruction.’ While reporting about elementary ins-
truction ill Eajshahi he divided this type under two categories,
” public and private, acetording as it is communicated in public
s(^hools or private families.’" Adam’s description of domestic
instruction is full of peculiar interest in view of the following
remarks of his : ” From all I could learn and observe, I am led
to infer that in this district elementary instruction is on the
decline and has been for some time past decaying. Ihe domes-
tic instruction which many give to their children in elementary
knowledge would seem to be an indication of the struggle which
the ancient habits and the practical sense of the people are
making against their present depressed circumstances (p. 159).
c— 1326B.
xzliv
iHTItODUCTION
Adam gives a detailed description of elementary Bengali
Schools and their teachers on page 137 and the following
pages. On p. 139 occurs a highly interesting description of a
co-operative venture in education in a village commu-
nity. Adam pays the following significant tribute to these
schools: My recollections of the village schools of
Scotland do not enable me to pronounce that the instruction
given in them has a more direct bearing upon the daily intertests
of life than that which I find given or professed to be give^ in
the humbler village schools of Bengal ” (p. 146). But iiisj^ite
of some good points the existing system was full of many de-
fects; and Adam then goes on to describe them. Incidentally,
he points out how some of these evils were due more to the
poverty of the })eople than to anything else. (See pp. 146 and
159). In the opinion of Adam the chief evils of the existing
system were as follows •
“ Although improvements might no doubt be made both in
the modes and in the matter of instruction, yet the chief evils
in the system of common Bengali schools consist less in the
nature of that which is taught or in the manner of teaching it,
as in the absence of that which is not taught at all. The system
is bad be(jause it is greatly imperfe(!t. What is taught should,
on the whole, continue to be taught, but something else should
he added to it in order to constitute it a system of salutary
popular instruction. No one will deny that a knowledge of
Bengali writing and of^native accounts is requisite to nativ es of
Bengal but when these are made the substance and eunj^ of
popular instruction and knowledge, the popular mind is neces-
sarily cabined, cribbed and confined within the smallest possible
range of ideas, and those of the most limited local and temporary
interest, and it fails even to acquire those habits of accuracy and
precision which the exclusive devotion to forms of calculation
might seem fitted to prodiKje. What is wanted is something to
awaken and expand the mind, to unshackle it from the trammels
of mere usage, and to teach it to employ its own powers ; and,
for such purposes, the introduction into the system of common
instruction of some branch of knowdedge in itself useless (if such
a one could be found), would at least rouse an interest by its
novelty, and in this way be of some benefit. Of course the
benefit would be much greater if the supposed new branch of
INTRODUCTION
XXXV
knowledge were of a useful tendency, stimulating the mind to
'.the increased observation and eornparison of external objects,
and throwing it back upon itself with u large stock of materials
I'or thought. A higher intellectual cultivation, however, is not all
that is required. That to be beneficial to the individual and to
society must be accompanied by the cultivation of the moral
sentiments and habits. Here the native system presents a per-
fect blank. The hand, the eye, and the ear, are employed ; the
memory is a good deal exercised ; the judgment is not wholly
neglected ; and the religious sentiment is early and perseveringly
cherished, however misdirected. But the passions and affec-
tions are allowed to grow up wild without any thought of pruning
their luxuriances or directing their exercise to good purposes.
Hence, I am inclined to believe, the infrequency in native
society of enlarged views of moral and social obligation, and
hence the corresponding radical defect of the native character
which appears to be that of a narrow and contracted selfishness,
naturally arising from the fact that the young mind is seldom,
if ever, taught to look for the means of its own happiness and
improvement in the indulgence of benevolent feelings and the
performance of benevolent acts to those who are beyond a cer-
tain pale. The radical defe('t of the system of elementary
instruction seems to (‘xplain the radical defect of the native
•character ; and if I have rightly estimated cause and effect, it
follows that no material improvement of the native character
•can be expected, and no improvement whatever of the system
of elementary education will be sufficient, without a large in-
fusion into it of moral instruction that shall always connect in
the mind of the pupil, with the knowledge which he acquires,
some useful purpose to which it may be and ought to be applied,
not necjessarily productive of personal gain or advantage to
himself ” (pp. 146ff).
Elementary Persian schools are described on p. 148 and the
■following pages. On pp. le52-53 there is a description of ele-
mentary Arabic schools. To judge from the remarks occurring
there it would appear that Adam entertained a very poor opinion
about thete schools.
Adam describes the system of elementary domestic instruc-
:tion on p. 156 and the following pages. It is in connection with ‘
tthis type of instruction that Adam makes the significant obeerva-
XXXVl
INTRODUCTION
tion about the Hosing of regular schools, owing to the growing
poverty of the people. Unable to pay for school instruction the
people were taking a system of domestic instruction which was.
/jocessarily more meagre and restricted in scope (p. 159)
Under tlie head “ Schools of Learning ” Adam gives an
inicTesting description of a madrassa at Kusbeh Bagha supposed
to have* been endowed by Emperor Shah Jehan. In this con-
mudion Adam discusses the necessity of Government ijiterference
with th(' charitahh' endowments for the j)i]rpose of their proper
ut.ilisation. \
Adam’s description of the “ Hindu Schools of Learning
will he found on p. 166 and the following pages. On p. 169 he
talks of there bcjiig suthedent ‘‘ matcudals for a Hindu University
in whi(di all bramdies of Sanskrit learning might be taught.
Adam gives a fairl\ (‘ortiplele piciure of tlu‘ life in a tol on page
i72 and the following pages
To the pandits who taught iu these tols, Adam pays the
following trilnite
The humbleness and sim])lieity of their eharaeters, their
dwellings, and tlaar apparel, forcibly contrast with the extent of
tliGir a('(|uirements and the refinomenl of tlieii* feedings. I saw
men not only unpretending, l)nt plain and simple in their man-
ners, and seldom, if (wer, offensively coarse, yet reminding me
of tlie very humblest (dass of English and S(5ottish peasantry ;
living i'Oiistanil\ half naked, and realising in this respect the
descriptions of savage life; inhabiting huts wdiich, if we connect
moral coiiseqneiK'es with physic.al causes, might he supposed to
have the effect of stunting the growTh of tludr minds, or in which
only th(‘ most contracted minds might be supposed to have room
to dwell — and yet several of these men are adepts in the
subtleties of the profoiindest grammar of wduit is probably the
most philosophical language in existence ; not only practically
skilled in the niceties of its usage, but also in the principles of
its structure; familiar with all the varieties and applications of
their national laws and literature ; and indulging in the abstrusest
and most interesting disquisitions in logical and ethical philo-
sophy. They are m general shrewd, discriminating, and mild
in their demeanour. The modesty of their character does not
consist in ahjectness to a supposed or official superior, but is
equally shown to each other. I have observed some of the
INTRODUCTION XXXVil
worthiest speak with unaffected humility of their own preten-
sions to learning, with admiration of the learning of a stranger
and countryman who was present, with high respect of the
learning of a townsman who happened to be absent, and with
just praise of the learning of another townsman after he had
retired although in his presence they were silent respecting liis
attainments ** (pp. 169-70).
On page 183 Adam points out how higher Sanskrit learning
was gradually declining and how such decline was traceable to
the breaking up of the great zemindarics, the withdrawal of the
support which their owners gave to the caime of learning and of
the endowments which they established.”
In Section VII Adam gives an interesting description of the
state of native medical jmictice
The above survey in the district of Kajshahi left Adam in
no doubt as to the actual state of education in the country. The
extremely depressing picture of educational conditions, which he
saw, led him to make the following observation:
” The conclusiotis to which I have come on the state of
ignorance both of the male and female, the adult and the juve-
nile, of this district require only to be distinctly apprehended in
order to impress the mind with their importance. No declama-
tion is required for tliat purpose. T cannot however, expect that
the reading of this report should convey tlie impressions vN’hich I
have received from daily witncsshig the mere animal life to
which ignorance consigns its victims, unconscious of any of the
higher purposes for w'hich existence has been bestowed, un-
conscious of any w’^ants or enjoyments beyond those which they
participate with the beasts of the held — unconscious of any of
the higher pur])oses for which existence has been bestowed,
society has been constituted and government is exer-
■clsed. X am not acquainted with any facts which permit me to
suppose that, in anv other country subject to an enlightened
government and brought into direct ('ontact with European
civilisation, in an equal population there is an equal amount of
ignorance with that which has been sh()\Mi to exist in this dis-
trict. Would that these humble representations may lead the
'Government of this country to consider and adopt some measure
with a view to improve and elevate the condition of the lower
classes of the people, and to qualify them both adequately to
zxxviii
INTRODUCTION
appreciate the rights and discharge the obligations of Britiab
subjects. In such a state of ignorance as I have found to exist
rights and obligations a?‘e almost wholly unknown, and society
and government are destitute of the foundations on which alone
they can safely and pemianenlU rest ” (p. 194).
Bui Adam was not without hope. His experience had alsv>
led liini to see what were the remedies that c^ould and shoul(^ be
applied to improve the state of education and to raise the iritel-
lectual and moral level of the people (according to his oWn
standards). In the concluding paragraph of the report he say6 :
Having come into this district not altogether unpreparedi
to appreciate the (diaracter of the natives ; moving amongst
them, conversing with them, endeavouring to ascertain the
extent of their knowledge and to sound the depths of their
ignorance; inquiring into their feelings and wishes, their hopes
and their fears and frequently reflecting on all that I have
witnessed and heard, and all that T have now recorded I have
not been able to avoid speculating on the fittest means of raising
and improving their charactcT in such a district as that to which
the present report relates. To develop the views that have
oci'urred to me, and the mode in which I would carry those
views into effect, would rc'quire more leisure than I can command'
at this season amid the active duties of local enquiry. I beg
however to be permitte*d now to remark that, according to the
best judgment I liave been able to form, all the existing institu-
tions in the district, even the highest, such as the schools of
Hindu learning, and the lowest, such as the Mohamniadan
schools for the formal reading of the Koran, however remote
they arc at ])resent from purposes of prac'tical utility and how-
ever unfamiliar to our minds as instruments for the communica-
tion of pure and sound knowledge, all without exception present
organisations which may he turned into excellent account for
the gradual accomplishment of that important purpose ; and
that so to employ them would be the simplest, the safest, the
most popular, the most economical and the most effectual plan
for giving that stimulus to the native mind which it needs on
the subject of education, and for eliciting the exertions of the
natives themselves for their own improvement without which
all other means must be unavailing ” (pp. 200-:01).
HflBOWJCTIOK
XXXI K
Tjiird B^obt
Adam’s Third Keport was signed in Calcutta on the 28th
April, 1838. It rontains tw^o chapters, the first embodying the
results v)f his survey and the second his conclusions, remarks and
suggestions based on that and the two previous reports. The
first chapter has twenty sections and the second nine sections.
Whereas in his investigation in the district of Bajshahi
he concentrated his attention to a single thana, in his
third report Adam obtained complete statistics of several
districts in Bengal and Bihar. This completed his survey;
but Adam was not content with making a survey. He went
further. In the last one hundred and nineteen pages of his
report which make the second chapter entitled “ Considerations
of the means adapted to the improvement and extension of
Public InsiriK'tion in Bengal anti Bihar,” he examines the edu-
cational poli(‘v of the Government, criticises the ” Filtration
theory with ability and insight and makes certain recommenda-
tions.* In certain respects this second chapter is the most
remarkable portion of these reports.
In the beginning of the first chapter Adam gives some
[)arti(Milars of his jounieys and describes in details the plan of
his iTivestigatioii which he elaborated as the work progressed.
He then proceeds to make an up-to-date survey of the materials
he had gathered in the course of his investigations. In this
siirvt'v he deals with each type of schools separately. There
are sections on (i) Bengali and Hindi Schools, {ii) Sanscrit
Schools, (iti) Persian and Arabic Schools, (/?;) English, Orphans’,
Girls’ and Infants’ Schools, (v) Domestic instruction and (v?)
Adult instruction. Pkich of the above sections is follow^ed by a
section (*,ontaining ” General Remarks on the state of instruc-
tion in the schools mentioned in the previous section.” These
sections give a general summary of the results of Adam’s investi-
gations in these particular branches of education. Then follows
an interesting section entitled ” the state of crime viewed in
connection with the state of instruction.” Where Adam draws
For a summary of these recommendations see Infra, pp. xlv ff.
xl
INTRODUCTION
some parallelism between the prevalence of crime and the
absence of means of instruction among the people.
Below are given some interesting items of information con-
tained in the above sections.
In the section on Bengali and Hindi schools Adam shows
how in the indigenous elementary schools teachers were ijecruited
from all classes and castes and communities. “ Parents of
good caste do not hesitate to send their children to schdpls con-
ducted by teachers of an inferior caste and even of a different
religion. For instance, the Musalman teacher above mentioned
has Hindus of good caste among his scholars and this is equally
true of the Ohandal and other low caste teachers enumerated
(p. 228). We also find there some interesting data about the
remuneration of these teacluM's. On tlie average a Bengali
teacher in those days used to get from three to five rupees per
month. This would indicate that comparatively speaking he
was not mu(di worse off tlian his modern colleague. Adam also
notes the wide prevalence specially in Bengal of the custom of
giving gratuitous instriudion
Adam’s analysis of the castes of scholars sliows that the in-
digenous elementary schools were by no means the ])reserves of
the children of the upper elapses of society. We find that
pupils from even the so-called depressed and suppressed clas.ses
like CTiandal, Muchi, Hadi, Diilia, Bagdi, etc., found place
there. However the iipjier classes naturally sent the largest
number of scholars.
Adam’s remarks about the mutual disposition of Hindus
and Miisalmans towards each other m the matter of giving and
receiving instruction show the toleration btdvveen tin* two
communities.
In the section on Sanscrit schools there are many interest-
ing details about the courses followed in the tols and the text
books used there. Adam also gives a list of contemporary
Sanskrit authors and their w^orks. In the following two sections
V similar details about Persian and Arabic* schools, their
\ scholars. The following remarks on the teachers
^ aid stoA^nls of Sanskrit school's may bear quotation :
“ The Atfd students of Sanscrit schools constitute
Ihe cultivated idildllect of th(^ Hindu people, and they command
INTRODUCTION
xli
that respect and exert that influence which cultivated intellect
always enjoys, and which in the present instance they peculiarly
enjoy from the ignorance that surrounds them, the general
purity of their personal character, the hereditary sacredness of
the class to which most of them belong, the sacredness of the
learning that distinguishes them, and the sacredness of the
functions they discharge as spiritual guides and family priests.
The only drawback on the influence they possess is the general,
not universal, poverty of their condition, increased by the
frequent resumption of former endowments. They are, not-
withstanding this, a highly venerated and influential portion of
native society, and although as a body their interest may be
opp()sed to th(‘ spread of knowledge, yet their impoverished
circumstances would make them ready instruments to carry into
effect any plan that should not assail their religions faith or
require from them a sacrifice of principle and character ”
(pp. 274ff.)
And furth(‘r —
“ The native mind of the present day, although it is asleep,
is not dead. It has a dreamy sort of existence in separating,
f'ombining, and re-casting in various forms, the fables and
speculations of past ages. The amount of authorship shown to
^xist in the different districts is a measure of the intellectual
activity which, however now misdirected, might be employed for
useful purposes. The same men who have wasted, and are still
wasting, their learning and their powers in weaving complicated
alliterations, recompounding absurd and vicious fictions and
revolving in perpetual (drcles of metaphysical abstractions,
never ending still beginning, have professed to me their readi-
ness to engage in any sort of literary composition that would
obtain the patronage of Government. It is true that they do not
possesses the knowledge which we desire should be communicated
to their countrymen ; but where the desire to bestow information
•exists on our part, and the desire to receive it on theirs, all
intermediate obstacles will speedily disappear. Instead re-
garding them as indocile, intractable, or bigoted in matters not
connected with religion, I have often been surprised at
facility with which minds under the influence of habits q£
thought so different frean my own have received and appreciated
xlii
rNTRODUCTION
the ideas which 1 have suggested. Nor is it authors only wbo»
might be employed in promoting the cause of public instruction^
it is probable that the whole body of the learned, both teachers
and students, niiglit be made to lend their willing aid towards
the same object ” (pp. 27()-77).
In Section XI Adam describes “ English, Orphans’, Girls’
and Infants’ Schools.” This section may be read with Sections
on non -indigenous sdiools and English colleges and schools in
the previous reports to give a complete history of these types of
institutions. \
In Section XU there is a brief discussion of the possibility
of using English as the medium of instruction. This is what he
says in this connection: —
“ It is impossible for me fully to express the confirmed
conviction I have acquired of the utter impracticability of the
views of those, if there are any siidi, who think tliat the English
language sliould be the sole or chief medium of conveying know-
ledge to tlie natives. It is difficult to believe that it sliould have
been proposed to communicate to this mass of human beings,
through the niediuni of a foreign tongue all the knowledge that
is necessary for tlieir higher civilisation, their intellecdual im-
provement, their moral guidance, and their physical comfort;
but sin(‘e miadi has been said and written and done wffiich would
seem to bear this interpretation and since it is a question which
involving tlie happiness and advancement of millions will not
admit of compromise, 1 deem it my duty to state in the plainest
and most direct terms that my conviction of the utter impracti-
cability of such a design has strengthened with my increased
opportunities of observation and judgment ” (p. 808).
Adam, liowever, clearly states his conviction that if the
Englisli language cannot become the universal instrument
European knowledge must be the chief matter of instruction.'*^
In this connection Adam also notes with approval the desire on.
the part of some people for acquiring a knowledge of English.
'J’he second chapter contains Adam’s thesis. Here he gives,
the details of the plan he proposed for ‘ ‘ the promotion of general
education.” Adam had already enunciated the main principle
of his plan in the Second Report. In the concluding remarks.
IXTRODWOTION
xliii
in that report he had already stated how in his j advent the
best course would be to employ the existing institutions and
organisations as the instruments of national education, lor the
improvement and furtherance of education among the people ()f
this country.
The ehapter begins with some preliminary considerations of
the cjualifications which should characterise the most feasible
phin for the promotion of general education. Such a plan in-
Adani's views, should be “ simple in details and thereby easy
of execution ; cheap and tliereby capable of extensive or general
application ; not alarming to the prejudices of the people
not tending to supersede or repress self-exertion bur rather to
stimulate and encourage it and at the same time giving Govern- .
ment the lead in the adoption and direction of measures for the
fnlnre moulding and development of the native institutions
(p. 850). In this connec-tion he examines among others the idea
of the Government making education compulsory and “ enacting
that every village should have a school (p. 353). Here Adam
says: “ 1 hope the time will come when every village shall have
a school, but the period has not yet arrived when this obligation
can be forced ” {ibid). So he rejects the idea as being pre-
mature. Adam also turns down the idea of establishing new
sf*hrx)lis “ under the superintendence of paid agents of Govern*
Ttient. ” One argument against such a proposal was that it
would be against the principle of self-help.
Adam then goes on to examine the idea of establishing a
system of (jovernment institutions “ that shall provide in the
first place for the higher classes on the principle that the
tendency of knowledge is to descend, not to ascend ” (p. 357).
This was in essence the famous “ Filtration theory ” advocated
by Macaulay and it formed the basis on which Bentinck promul-
gated his famous liesolution of the 7th March, 1835. And the
educational policy that w^as being followed by the Government
of the day was in consonance with the above theory. Adam
(•riticises the theory and makes the following observations on
tlie feasibility of giving effect to a plan based on that theory ;
“ The primary objection to this plan is that it overlooks
entire systems of native educational institutions, Hindu and
Mohammadan, which existed long before our rule, and which
continue to exist under our rule, independent of us and of ouf
INTRODUCTION
Jtliv
projects, forming and moulding the native character in succese*
ive generations. In the face of this palpable fact, the plan
assumes that the countiy is to be indebted to us for schools,
teachers, books — every thing necessary to its moral and intel-
lectual improvement, and that in the prosecution of our views
we are to reject all the aids which the ancient institutione of the
country and the actual attainments of the people afford towards
their advancement. We have to deal in this country principally
with Hindus and Mohammadans, the former one of the ^rliest
civilized nations of the earth, the latter in some of the brightest
periods of their history distinguished promoters of science, and
both even in their present retrograde stages of civilization still
preserving a profound Jove and veneration for learning nourished
by those very institutions of which I have spoken, and which it
would be equally unprovidetif on our part and offensive to them
to negleet.
Again, if the maxim that the tendeiiey of knowledge is
to descend, not to ascend, requires us to luive first zillah, next
pergunnah, and then village scliools, it follows that we ought
]iot to have even zillah schools, till we have provincial
colleges, Jior the latter till we have national univer-
sities, nor these till we have a cosmopolitan one. But this is
an application of the maxim foreign to its sf)int. Improvtunent
begins with tiu* indivicUial and extends to the mass, and the
individuals who give the stimulus to tlie mass an* doubtless
generally found in the uyiper, that is the thinking class of socnety
which especially in this country is not composed exclusively
nor even principally of those who are the higliest in rank or who
possess the greatest wealth. The truth of the maxim does not
require that the measures adopted should have r(‘fer(*nre first
to large and tlu'U to siiiall hx-alities in progressive (lesec*ni On
the eoritrarv the efficiency of ev(‘r\ siiccessivt* higher grade of
institution (auinot he s(*eunMl except by drawing inslru<*ted
pupils from the next lovv(*r grade which eonsecjuently by the
neeesssity of the case demands prior attention. Children should
not go to college, to learn the alplmbei. To make the super-
structure lofty and firm, the foundation should he hroarl and
■deep; and, thus building from tlie foundation, all elnsses of
institutions and every grade of instruction may be combined with
harmonious and salutary effect ” (j)p. 357 - 58 ).
INTRODUCTION
Xl\r
So Adam comes to the conclusion that the plan he has in
-view is “ the simplest, the safest, the most popular, the most
economical and the most effectual plan.” The leading idea upon
which the plan is formed is that of building on the foundations
which the people themselves have laid and of employing them
on the scaffolding and outworks that when they shall see the
noble superstructure rising and finally raised complete in all
its parts, they will almost, if not altogether, believe it to be
the work of their own handis. The plan will thus maintain the
most perfect congruity with existing national institutions
and at the same time admit of the gradual expansion and
improvement which European civilisation demands (p. 409).
That plan in brief is “ the establishment of public and periodical
examinations of the teachers and schools and the distribution
of rewards to the teachers proportioned to their own qualifica-
tions and the attainments of their scholars, the examinations to-
be conducted and the rewards bestowed by an officer ai)pointed
by Government and placed under the authority and control of
the General Committee of Public Instruction.”* (p. 360).
In this connection Adam quotes from Lord Moira's Minute
and other documents to support his thesis (])p. 361-62).
Before, however, the above plan could be jnjt into operation
(and Adam suggested that it should be hrst tried in one or more
districts to be carefully selected), Adam proposed that an edu-
cational survey of the district or districts selected should be
institutc‘d. In support of this point he quotes from the state-
ment's made by men in authority like Sir Thomas Munro and
others (pp. 366ff).
The execution of the plan would require the preparation of
a small series of useful school books and this is the next question
that Adam examines and he prefaces his opinioiis on this subject
by quoting the opinions of Lord Moira, Mounstuart Elphinstone
and others whose sentiments and reasonings were more likely to
obtain general assent (pp. 370ff). Adam suggested that there
should be a graded series of four text books for use in schools.
+ lu Sect on IT Adam discusses his plan with reference to the
Improvement and Extension of Vernacular Instruction only." The appli-
cation of the plan to other types of instruction is discussed in the following
sections.
xlvi
INTRODUCTION
Adam's next proposal was to appoint Examiners whose
duties would be to indiK^e the existing schoolmasters or those
who desired to take up that profession to read and master the
school books one after another and to appear at examinations to
be conducted by the Examiners to prove that they have mastered
the contents of these books and were in a position to teach these
to their own })upils Rewards were to be offered to those who
would be successful in these examinations. These | rewards
would consist at first of gifts of the school books and tlie regis-
tration of the names of successful candidates in registeVs to be
maintained by the (ieneral Committee of Public Instruct^ion and
publication of such names in the Official (xazette. Other
rewards might also be bestowed according to the progressive
qualifications of the teachers and scholars, sucli as eligibility
to a course of instruction in the Normal school or the English
school and ultimately the possession of a permanent endow-
ment.” Adam’s discussion of Normal schools will be found on
pages 385 and 386.
The idea of making endowments of lands to village
schools is developed on p. 388 and the followijig ])ages. Here w ill
he found some interesting suggestions regarding levyiiig
contributions from /emindars, utilisation of the existing religious
endowments and apj)ropriation of khasmahal lands for the
creation of new endowments. Adam hoped tliat from the above
sources sufficient funds will be available to maintain the schools
on an improved standard. However, ” if all other resources
fail there is still one left, the general revenue of the country on
which the poor and the ignorant have a primary claim, a (daim
which is second to no other whatsoever, for from whence is that
revenue desired but from the bones and sinews, the toil and
sweat of those whose cause I am pleading ” (p. 400). Adam
also pleads for additional appropriation for education.
Adam then works out the details of his plan and its financial
implications. Finally he examines the advantages of his plan
(pp. 402ff and 408fF) and tries to answer the objections that
might possibly be raised against it. About expenses he cal-
culates that tlie total expenditure for one district will be approxi-
mately ten thousand rupees y)er annum — “a sum less than many
European servants of Government derive individually from
public revenue ” (p. 409).
INTRODUCTION
xlvii
In connection with his plan Adam further suggests the
appointment of Inspectors to supervise the work of Examiners
and also the reorganisation of the (leneral Committee of Public
Instruction.
Incidentally Adam points out how the imparoing of English
education to the natives had resulted in creating a class of
deracinvs out of sympathy equally witli the people and the
(lovernment (p. 414).
Adam concludes his discussions by stating that giving
effect to his proposals would lead to the establishment of a
national system of instruction through the medium of the verna-
cular tongue (p. 417).
In the following sections Adam discusses the application of
his plan to the im])rovement of Sanscrit instruction, Female
instruction,” instruction of the Mohamujadan population, and
aboriginal tribes, and otluir types of instruction.
In the section on Sanscrit education Adani discusses the
importance of Sanscrit and the advantages of encouraging the
study of Sanscrit and securing the co-operation of the Sanscrit
scholars. With regard to them Adam observes:
” There is no class of persons that exercises a greater
degree of inHiieiice in giving native society the tone, the form
and the character which it actually poRsesses than the body of
the learned, not merely as the professors of learning, but as the
priests of religion ; and it is essential to the success of any means
employed to aid the moral and Intel leetual advancement of the
})eople that they should not only co-operate but also participate
in the progress. If we leave them behind, we shall be raising
obstacles to oui' own success and retarding the progress of the
whole country ” (p. 429).
On page 436 Adam gives details how his plan might be
applied for the improvement of native medi(*al education.
In connection with the application of the plan for the
improvement and extension of instruction among the Moham-
niadans Adam makes an interesting observation: “Learned
Musalmans are in general much better prepared for reception of
European ideas than learned Hindus ” (p. 441).
xlTiii
INTRODUCTION
The above assertion is in direct contravention of the allega^
tion made by some people about the apathy of the Muslima
towards the new system of education in those early days of
British rule.
In the section on the education of the aboriginal tribes
Adam following Bishop Heber makes the interesting suggestion
of employing the scripts of neighbouring languages for transcrib-
ing the aboriginal tongues. Apparently his advice was not
acceptable to the missionaries who thrust, in many cases, the
Roman character and thus brought in unnecessary complications
in the problem of education of these people. \
In section VI Adam discusses the application of his plan
for the furtherance of “ female instruction.”
Adam’s plan for the establishment of experimental farms
vis\ialised the introduction of a system of agricultural education.
Tile houses of industry Adam proposed were to be meant for
young delinquents.
The above gives in outline the plan Adam proposed for the
improvement and extenisioii of education among the people pf
this country.
The last section contains some remarkable observations by
Adam about the (Government of the day and its policies and we
conc'hide our survey by quoting these observations.
” The actual position and prevailing policy of Government
demand the adoption of comprehensive measures for the promo-
tion and right direction of national education. The position of
Government is that of foreigners on a strange soil among people
with whom no common association exists. Every district has a
single encampment of (uvil functionaries who administer its
affairs, and who are so engrossed with details of public business
while they remain in one district and are involved in such a
constant whirl of change from one district to another that it is
almost impossible that any attachment can arise between them
and the people, or that either can generally appreciate what is
good in the other. We are among the people but not of them.
We rule over them and traffick with them, but they do not
understand our character and we do not penetrate theirs. The
consequence is, that wo have no hold on their sympathies, no
seat in their affections. Under these circumstances we are
constantly complaining of the want of oo-operation on the part
INTRODUCTION
zUs
of the people while we do nothing to elicit it where it would be
useful, or to make it intelligent and enlightened, if it were
afforded. A wisely framed system of public instruction would
with other means help the people closer to the Government, give
the Government a stronger hold on the affections of the people
and produce a mutual and answering sympathy between the
subject many and the ruling few. ... A system
of national instruction, if judiciously executed, would be the
commencement of a new era in the spirit and principles of our
Government. ”
IV
Later Developments
Adam’s Third Eeport was submitted to the Government in
April, 1838. Jn the mean time the General Committee of Public
Instruction had made up its mind and decided upon the
coiu’se that was to be followed. Macaulay had submitted
his Minute in February, 1835, and his views were endorsed by
Bentinck in his Eesolution of the 7th March, 1835. This resolu-
tion laid down a definite educational policy for the Government.
It was in consonance with the views of the majority of the
members of the General Committee. Towards the end of March,
1835, Bentinck left this country and Auckland came out as the
Governor- General. Auckland, generally speaking, was in favour
of the new policy. In the light of these developments it could
be well imagined how Adam’s final report embodying his recom-
mendations was received.
Macaulay commented on the reports in the following words :
'* I have read with much interest Mr. Shakespeare’s minute
on Mr. Adam’s valuable Eeport. I am a little inclined to doubt,
however, whether we are at present ripe for any extensive
practical measure which he recommends.
“ I do not see how we can either make the present teachers
of elementary knowledge more competent, or supply their place
as yet with fitter men. The evil ie one which time only can
remedy. Our work is to educate the schoolmasters for the
next generation.
d~1826B.
1
introduction
“ If we can raise up a class of educated Bengalees, they
will naturally, and without any violent change, displace by
degrees the present incompetent teachers. As to educating the
schoolmasters who are already established, I quite agree with
Mr. Shakespeare in thinking that plan chimericaL As to sending
others, at present we cannot do it if we would. I doubt whether
we have the men, and 1 am sure that we have not the money.
What Mr. Shakespeare recommends as to books J highly
approve. But as to stij)ends I cannot agree with him.l But I
will not argue tliat question tiJl some distinct proportion is
made \
1 would adopt Mr. Shakespeare’s proposition aboVit the
Madrasa at Kusba Bagli (p. 161 in the present edition) As
to the endowments mentioned in the report, pages 43, 45
(pp. 166 and 168 in the present edition), I do not think that it
would be worth while to take any step respecting them. There
is sometliing so extravagantly absurd in hereditary professor-
ships that we ouglit not to express any wish to have them
revived. Of course if a man has legal right to a professorship
by inheritance, he ought to obtain it. But that is no business
of ours. We can interfere only as a board of public instruction,
and for purposes of public instru(‘tion, such professorships are
evidently useless.
I am a little amused to observe that Mr. Adam who, in
])age 4o, (p. 168 in this edition) laments the disconti-
nuance of four of these endowments and says that
the revival of them would give “ an important impulse
to learning in the district,’' tells us in page 42 (p. 166
in this edition), that two of these endowments are still conti-
nued. And what is the impulse which they give to learning?
The present holders,” says he, ” are both mere grammarians,
in no way distinguished among their brethren for talents and
acquirements. It may be inferred that the endowments were
made for the encouragement of learning only from the fact that
the learned teachers are the incumbents.”
Here are six endowments of the same sort. Two are
continued, and Mr. Adam acknowledges that they are mere jobs.
But if the other four were revived, immense impulse would be
given to learning. I am forced to say that I do not very clearly
see how Mr. Adam has arrived at this conclusion.**
INTRODUCTION
It
In his Minute, dated the 24th November, 1839, Lord
Auckland wrote as follows :
“ The other reference made to me is with regard to Mr.
Adam’s plan for the improvement of indigenous schools and
teachers. I would observe upon it that it is impossible to read
his valuable and intelligent report, without being painfully im-
pressed with the low state of instruction as it exists amongst the
immense masses of the Indian population. Attempts to correct
<0 lamentable an evil may well be eagerly embraced by bene-
volent minds. Yet I cannot but feel with the President in
Council that the period has not yet arrived when the Government
can join in these attempts with reasonable hope of practical
good. When Mr. Adam enforces his views ‘ for the instruction
of the poor and ignorant, those who are too ignorant to under-
stand the evils of ignorance and too poor, even if they did, to be
able to remove them,’ — the inference irresistibly presents itself
that among these is not the field in which our efforts can at
present be most successfully employed. Tlie small stock of
knowledge which can now be given in elementary schools will of
itself do little for the advancement of a people. The first step
must be to diffuse wider information and better sentiments
amongst the upper and middle classes, for it seems, as may be
gathered from the best authorities on the subject, that a scheme
of general instruction can only he perfect, as it comprehends a
regularly progressive provision for higher tuition. In the Euro-
pean States where such systems have been recently extensively
matured, this principle is, I believe, universally observed. There
is a complete series of Universities in great Towns, of Academies
in Provincial divisions and of small local Schools, all connected
in a combined plan of instruction. The extension of the plan to
the Parish Village School has been the last stage, as must
naturally have been the ca-se, in the national progress. Mr.
Adam’s plan contemplated such a rise of able pupils from the
village to the Zilla schools, but the suggestion could not imme-
diately have effect. Here we are yet engaged on the formation
and efficient direction of our upper institutions. When, indeed,
the series of vernacular (dass of books for single Zilla Schools,
which is still a desideratum, and to which I shall subsequently
refer, shall have been published, and their utility shall have been
established by practice, Mr. Adam’s recommendations may be
lii
INTRODUCTION
taken up with some fairer prospect of advantage. For the-
present I would confine our measures in reference to his reports
to injunctions on the General Committee that they bear in mind
his particular suggestions and objects in determining on the
series of class books referred to. I would submit the plan to the
Hon’ble Court for the expression of their sentiments and wishes,*
and in the collection of information for an eventual decision I
would make use of the experience which the Bombay ijieasures
of village instruction, alluded to in the note liarked,!
will have afforded. For this purpose T would comnmnicate
Mr. Adam’s report to the Government of Bombay, and
ask how far the scheme which he describes is in accordanc«.v
with that which is pursued in the provinces of that
})residency, and what opinion may be formed from the
result already obtained by their village schools, of the
propriety of carrying out Mr. Adam's plans in their important
parts. The encouragement to existing school -masters, which is
the leading suggestion in Mr. Adam’s plan, will probably have
been largely tried at Bombay, and the extent to which those
school-masters have reaped improvement under such
encouragement will be a most interesting subject of enquiry. I
learn also in the (‘ourse of my enquiries regarding the previous
progress of education in India, that a School Society existed for
some time in Calcutta, the operations of wdiich were directed
with partial success to the amendment of indigenous schools.
Mr. Hare will prohably be able to explain the history of this,
soedety, which drew a grant of 40(> or 500 rupees a month from
Government, and to give also the causes of its extinction. 1
would ask this gentleman to favour Government with a report
regarding that society, — and I would conclude upon this subject
by recording my opinion that when such a scheme as that pro-
posed by Mr. Adam comes to be tried, the arrangements for
introducing it should be on a liberal and effective scale, and
that it ought not to be undertaken at all, until the Government
* This the Court of Directors did in their DeBpatch, dated the 20tlv
January, 1841. In this Despatch the Directors communicated their general
approval of the policy of Lord Auckland. See selections from Bducational
Herords, Part II, p. 3.
^ Bocum^t No. 41, p. 175. (Original footnote). See Selections from*
Ldiuational Eecords, Part I, p. 153.
INTRODUCTION
Uii
is satisfied that it has at command a thoroughly zealous and
-qualified superintendence.*
liord Auckland's views may be further gathered from the
following extracts from the same Minute: —
“We must be content to lay even the first rude foundations
of good systems, and trust for the rest to time, to the increasing
demand of the public and of individuals for the services of
educated men, to the extension which must every year take
place of the Agency for instruction at the command of Govern-
ment, and to the certain effe(*,ts of the spread, however slow,
of knowledge, and of the gradual growth of wealth and intelli-
gence in the community."
“ I would, in now offering my opinions and suggestions
on the present practical directions of our plans, desire to consider
the question of our educational policy as one of interest to every
portion of the Empires, without minute reference to merely local
and temporary discussions. 1 am aware that we are yet in
expectation of the orders of the home authorities t on the subject
of the changes in the scheme of education; but on this account
1 should no longer withhold the explanation of my own senti-
ments on the course which should be adopted, and T do not
anticipate that in what I shall propose, I shall be found to
have deviated in any material degree from the wishes of the
Honourable Court.
I would first observe that I most cordially agree with the
Court in their opinion, which is quoted in para. 45 of Mr. Colvin’s
Jiotej that, with a view to the moral and intellectual improve-
ment of the people, the great primary object is the extension
among those who have leisure for advanced study, of the most
complete education in our power. There cannot, I think, be a
doubt of the justice of their statement that ‘ by raising the
standard of instruction among these classes, we would even-
tually produce a much greater and more beneficial change in
the ideas and feelings of the community than we can hope to
produce by acting directly on the more numerous class.’ It
* Selections from EducationAl Records, Part I, pp. 16S1-63.
f The expected reply does not appear .to have been received until 1B41.
It is printed in the Report of the Gteneral Committee, Bengal, 1939, p. cli f.
Z l>ocument Nfo. 41, p. 179 (Original footnote).
liv
INTRODUCTION
is not to be implied from this that in my view elementary educa-
tion for the mass of the people is a thing necessarily to be
neglected, or postponed for an indefinite period, but it will have
been seen that the hope of acting immediately and powerfully
on the mass of the poor peasantry of India is certainly far from
being strong with me. And the practical question, therefore, to
which I would before all others give my attention is toj the mode
in which we may endeavour to communicate a higher! education
with the greatest prospect of success.” \
Auckland was thus not oblivious to the importance of
vorniicular instruction hut ho felt that the demands of ^ higher
tyiH- of education to be (*ommunicatcd to the upper and middle
classes were more urgent- and to meet these demands first was
more important. Absence of class books (of the type suggested
by Adam) and of teachers versed in the books and trained for
their duties further strengthened his disinclination to give
Adjun’s scheme a trial; so he laid down the following principle:
J would then make it my ])rincipal aim to communicate
throiigli llie means of the Englisli language, a- (*omplete educa-
tion in European Jiiterature, Philosophy and Scien(*e to the
greatest number of students who may be found ready to accept
it at our hands, and for whose instructions our funds will admit
of our providing
The General CoTnrnittee of Public Instruction condemned
the proposals of Adam in tJie following terms :
After a careful consideration of these propositions for the
improvement of the rural schools, we fear that the execution of
the plan would be almost impracticable ; in consequence of the
complicated nature of the details, which would also involve
much more expe]ise and difficulty than Mr. Adam has sup-
posed.”
A further experience and a more mature consideration of
the important subject of education in this country has led us to
adhere to the opinion formerly expressed by us, that our efforts
should be at first concentrated to the chief towns or Sudder
stations of districts and to the improvement of education among
the higher and middling classes of the population ; in the ex-
pectation that through the agency of these scholars an educa-
INttlODtJCTION tv
tionnl Inform will descent to the rural vernacular schools, and its
boiiefiis be rapidly transfused among aU those excluded in the
fii’st instance by abject want from a participation in its
advantages.”*
]^ut although dissenting from the principles laid down by
Mr. Adam and certainly not entertaining any very sanguine ex-
pectation of benefit from the adoption, it w^as considered by
a majority of the Committee that it might be satisfactory tr.
Government if some proposal for an experimental trial of these
principles on a small scale were submitted for its consideration
and orders. The Committee subsequently recommended the
opening of twenty rural schools as an experimental measure.
The (jovernment however turned down the proposal.
In 1844 during J^ord Hardinge’s Governor- Generalship an
attenqit vas once more made to give some effect to Adam's,
proposals 101 ” Hardinge Schools ” came to be established in
rural districts. But for want of enthusiasm on the part of the
Local Government and various other reasons these schools proved
a failure. Tt is, however, interesting to note that under a more
enlightened administrator Adam s scheme proved a great suc-
cess. Mr. Thomason, the Lieutenant-Governor of the newly
created the North-Western Provinces of Agra and Oudh, decided
that attempt should be made to introduce education “ tlirougn
the medium of the vernacular language and not through that of
any foreign tongue.” For this purpose he adopted the plan
recoil unended by Adam. He even got portions of Adam’s Third
Report reprinted and circulated. A series of village school
books were prepared and introduced in the existing rural schools.
Thomason’s experiment was highly successful and it attracted
wide attention and received encomiums from all quarters. It
proved the truth of Adam’s observations and it pointedly indi-
cated the importance of his recommendations. Inspite of the
success of the above experiment general feeling in the country
Was gradually veering away from the policy recommended by
Adam. English education had by this time gained in prestige
and in economic valuation and the people clamoured for it and
* Belections from Educational Records, Part II, p. 66.
Ivi
INTRODUCTION
the Government decided to bestow its patronage to this type of
education excl iisi vely
Thus it was that Adam’s counsels were disregarded and
his labours were for all practical purposes wasted. Such was
the fate of “ one of the ablest reports over written in India ”*
which “ from the accuracy of its information, the candour,
sense and statesmanship of its author is among the most valu-
able and interesting publications extant on education in India”!
These reports were practically forgotten and buried in \ the
archives of the Government till 1868 when the discerning eyes
of Long rescued them from oblivion and he brought them once
more before the public by issuing a reprint in that year. ,
So Macaulay triumplicd. So the views of Adam and
Hodgson and others were disregarded. In 1835 a new era began
in the field of Indian education. Fjducation w^as tliencefortli to
be imparted through the medium of Englisli to “ the upper and
middle classes.” Mass education could wait. The languages
of the country were denied their kigitimate and rightful place in
the educational system. Gradually the new s\stem gathered so
much momentum that the warning given in the ])espatch of
1854 and sounded by others as well was unheeded. The educa-
tion of the people was neglected. The importance of edut-ation
through the languages of the people was forgotten. Truly did
Lord Curzon say that under the cold breath of Macaulay's
rhetoric the vernaculars pined and shrivelled.
From about the end of the nineteenth century leaders of
thought in Bengal began to take stodv of the situation and
reconsider the educational policy critically. Bankim, Bhudeb
and Eabindranath first struck the note of w^arning. It. was given
to Sir Asutosh Mookerjee to cut the Gordian knot by making the
first breach into the system. He set the ball rolling and ulti-
mately whole India has found reasons to give the ” Vernacu-
lars ” their rightful position in the educational system of the
land. Educationists and politicians today refer to Adam to
dlear debatable points. Herein lies the perennial interest of
Adam’s reports in the history of education in India.
•' Keport of the Indian Education Coninnssion.
f F. W. Thomas : History and Prospects of British Ectucation in
India, p. 5.
INTRODUOTIW
\
Documents Eelating to Adam’s Appointment
Vrom W. Adam, Esquire, to the Bight Hon'ble Lord William Gavendish
Bbntinck, K.C.B., Governor-General of India, — Dated the 2nd
January, 1635.
My Lord, — At your Lordship’s request, I have the honour to
address you in writing on the subject to which my recent
personal communications with your Lordship have had principal
reference. Having submitted a proposal to institute an investi-
gation into the actual state of education in this country, with a
view to ulterior measures for its extension and improvement , and
the object of that proposal being approved by your Lordship, T
have been instructed to describe the mode in which the plan
might be carried into effect, and to furnish an estimate of the
monthly' expense that would thereby be incurred. A brief refe)’-
ence to the considerations that recommend the design is requisite
to render those details intelligible.
2. It is assumed that Government is desirous of encourag-
ing education amongst all classes of its subjects, whether
Christians, Mahorriedans, or Hindoos, as a means of improving
their condition by a better knowledge of the arts of life that
minister to human wants; of purifying and elevating their
character by moral and intellectual instruction; and of qualifying
them at once to appreciate the benevolent intentions and salutary
measures of Government, and to give to those measures the mornl
force derived from the support of an intelligent and instructed
population. Without this moral force, which education only
can create, Government, however benevolently administered, is
but the will of the strongest which finds no response where
])hysical power does not reach, and legislation, however wisely
devised, is but a dead letter, which reposes in the statute book,
is barely enforced in the Courts, and out of them is inert and
unknown.
3. Such being the understood objects of Government in
promoting education in this coun-
The object of investigation, question arises—" What
nre the best means to be employed for that purpose?” Without
Iviii
INTRODUCTION^
disputing any of the answers that have been or may be returned
to this question, I have ventured to suggest that a preliminary
inquiry without which every scheme must want a foundation to
rest upon is — “ What is the actual state of education amongst
the various classes into which the population of the country is
divided? " When the population of a country is homogeneous,
speaking the same language, professing the same religion, and
having common interests, such an investigation might b^ the
less necessary; but where the more instructed portion or the
population is se])arated from the less instructed portion by differ-
ence of language, as in Scotland; by difference of language \and
religion, as in Ireland; and by the further difference, as in Inijia,
caused b\ the relative position of foreigners and natives, con-
querors and conquered, it is indispensable. In such cases it is
only by a careful attempt to map the moral and intellectual
condition of a people that we can understand either the extent
of their knowledge or of their ignorance, discover either what
they possess or what they need, and adopt the means em]>loyed
to the eTid we desire to accomplish In a recent investigation
into the stale of education in the Highlands of Scotland, it was
l)ro\ed that thousands could not read, natives of a country
wlicre it had been proudly boasted that all were educated. A
similar investigation into the state of education in India may
perha})s show, not that the people are less, but that they are
more, instructed than we suppose, and that they have institu-
tions among them both for the purposes of common education
and for tJie jiropagation or rather preservation of the learning
the^ possess. The institutions to which 1 refer will probably be
found defective in their organization, narrow and contracted in
their aim, and destitute of any principle of extension and im-
provement; but of their existence the large body of literature in
the country, the large body of learned men who hand it down
from age to age, and the large proportion of the population that
can read and write, are proofs. Of course, I do not mean to
intimate that their existence has been hitherto unknown, but
that their number, their efficiency, their resources and the
possibility of employing them as auxiliaries in the promotion of
education have not been sufficiently considered.
4.^ To whatever extent such institutions may exist, and
in whatever condition they may be found, stationary, advancing,,
INTROOrCTlON
l\)L
or retrograding, they present the only true and sure foundations
on which any scheme of general or national education can be
established. We may deepen and extend the foundations, we
may improve, enlarge and beautify the super-structure, but these
arc the foundations on which the building should be raised.
All men, particularly uninstructed and half -instructed men,
attach the same importance to forms as to substance, and as
forms are merely conventional, it is desirable in the work of
reform to disembarrass ourselves of opposition founded on the
overthrow of ancient forms, and to enlist on our side the pre-
possessions in favour of their continued use. Besides, there is
a jirobability that those forms, if not at the period of their
original adoption, yet by long continued usage are suited to the
manners, habits, and general character of the people whom we
desire to benefit, and that any other forms which we might seek
to establish would in reality be less fitted to supply their place.
All schemes for the improvement of education, therefore, to be
efficient and permanent, should be based upon the existing insti-
tulions of the country, transmitted from time immemorial,
familiar to the conceptions of the people, and inspiring them with
respect and veneration. To labour successfully for them, we
must labour with them; and to labour successfully with them,
we must get them to labour willingly and intelligently with us.
We must make them, in short, the instruments of their own
im]jrovement ; and how can this be done but by identifying our-
selves and our improvements with them and their institutions?
To do this, Ave must first ascertain what those institutions are,
their actual condition, and every circumstance connected with
them that can be made to contribute to the object in view. To
make this important preliminary inquiry is the service for which
1 have offered myself to your Lordship.
5. In obedience to your Lordship’s orders, I have now to
state the manner in which I would
Mode of investigatioD. propose that this service should be
performed. There are two descriptions of places with regard
to which a sornew'hat different mode of investigation will be neces-
sary, vt«., first, principal towns or seats of learning, as Calcuttar
Nuddea, Dacca, Moorshedabad ; secondly, districts, as Jessore,.
Midnapore and Purneah,
lx
INTBODUCTION
6. With regard to the former — Taking up my residence at
one of the principal towns or seats of learning, I would, with
the aid of my Pundit and Maulavee and by friendly communica-
tion with the respectable inhabitants and learned men of the
place, make an enumeration or list of the various institutions
for the promotion of education; classify them according to the
denominations of which they may consist, whether Hindoos,
Mahomedans, or ('hristians ; public, private, charitable; examine
each institution of each class with the consent [ of the
parties concerned, and make a memorandum on ihe spot
of the number of the pupils ; the nature and extent of
the course of instruction in s(‘ience and learning, phe re-
sources of the institution, wlietlier public or private; if
public, whether tliev appear to he ethciently and legiti-
mately applied, the estiniation in wliich the institutioji is
held by the community to which it belongs, and the possibility
or means of raising the character and enlarging the usefulness
of any single institution, or of a wliole class. Having exhausted
the institutions of one class, I would proceed to another, and
from that to a third, repeating tlio same firocess in eH(*h,' until
J had obtained a complete knowledge of the state of education
in the whole town and neighbourhood The iiKanoranda thus
taken down on tlie spot and at the instant, the fruits of personal
knowledge and direct observation, would su])pl\ the materials
from which a full and methodical report would he furnished to
Government.
7. A somewhat different mode must be employed in investi"
gating the state of education in u district where common schools
and schools of learning are indiscriminately scattered over a large
surface. In that case, fixing m\ princi])al residence at the head
station of the ziliah, I would diverge from it in all directions to
the extreme bounds of the district, ])assing one, twx), three, or
more days at one place, according as objects of investigation of
the kind connected with my immediate duty presented them-
selves, entering freely into communication with parents, teachers,
and pundits on that subject, examining schools, both common
and learned, and, as in the former case, making my metiioranda
at the time for future guidance in preparing a report. After
having completed the range of one district, I w'ould proceed to
INTRODUCTION
Ixi
another, until I had in this manner gone over the whole country
assigned to my investigation.
8. The number and frequency of my reports must depend
upon the greater or less abundance of the materials with which
observation and inquiry may supply me. I should commence
my labours with the purpose of furnishing a separate report on
the state of education in each principal town and in each district
as soon as it has been examined, for there may be circumstances
connected with the state of education in the town or district
demanding early attention either for the purpose of remedying
what is evil, or encouraging what is good. It is also possible,
however, that one district may be so entirely a picture of
another, with reference to this particular subject, that a 8ei)arate
report for each will be unnecessary. When I shall have gone
the tour of a province, as of Bengal, Behar, Allahabad, or Agra,
it would seem proper that T should then furnish a general report,
condensing the details of the previous district reports, confirm-
ing and amplifying or qualifying and correcting the statements
and o^jinions they contain by the results of more comprehensive
observation, and drawing those general conclusions which can
be safely grounded only on an extensive induction of particulars.
A general report upon school books and books of instruction, o'*
a separate report upon those in each language, distinguishing
those that ai'e most useful, pointing out when labour and money
have been misapplied, to prevent a recurrence of tlie same evil,
and indicating the department of knowledge in which chiefly
defects remain to be supplied, is also a desideratum.
It will be for your Lordship to determine the limits as
to space and time within which this investigation is to be con-
ducted. It may either be limited to the provinces of Bengal,
Behar, and the two districts of Midnapore and Cuttack in Orissa
subject to the Presidency of Fort William, or, according to the
pleasure of your Lordship and the Home Authorities, it may be
extended to the provinces subject to the Presidency of Agra.
The moral and intellectual condition of the latter is less fully
and less accurately known than even that of the former. If
experience shall show that the information collected regarding
the Bengal and Agra Presidencies is useful, the enquiry might be
extended to the other Presidencies. With regard to time, I have
no other data to guide me than those which are afforded by the-
Ixii
INTKODDCTION
fact that Dr. Francis Buchanan was appointed by the Govern-
ment of the Marquis Wellesley to investigate the agricultural and
commercial statistics of the provinces then subject to the Presi-
dency of Fort William, and that, according to my information,
he employed the years 1805, 1806, and 1807 in his re-searches.
Considering the necessity and importance of care in authenti-
cating, and deliberation in reporting, facts on the subject of
education in this country; the difficulties which may be reckoned
on in every new attempt; and the impossibility of travelling
during the height of the rains in the plains of Bengal I do not
anticipate that less time will be occupied in my inquiries, if they
are directed to be extended over the same space. \
Estimate of expense.
10. I have next to furnish au estimate of the expense that
will be incurred in carrying this
design into effect. Since \our
Lordship has required me to include in this estimate the sum
requisite for my personal remuneration, which I should have
gladly left entirely to your Lordship’s decision, T trust my sugges-
tion on this head will be viewed with indulgence. 1 do not offer
to engage in this undertaking merely for the sake of a livelihood,
but support and provision for my family is one of the objects to
which it is my duty to look, and when T mention to your Lord-
ship that for the last six years I have had a net salary of Rupees
700 per month, for the discharge of what certainly were laborious
but quiet and sedentary duties, your Lordship will probably not
think me unreasonable if I propose the same monthly sum as
my personal remuneration for duties still more laborious, since
they will exact both much bodily toil and considerable mental
activity. If your Lordshij), considering the importance of the
duties to be discharged, and the responsibility of the agent to be
employed, that 1 am offering to the use of Government the
knowledge and experience of mature age and the results of 17
years’ residence and studies in India, that I shall devote my un-
divided attention .to the duty with which 1 may be charged — and
that I ask and expect no pension and have no other resource
whatever; if, considering these things, your Lordship should
think the sum I have mentioned too low for my personal remuner-
a^tion, I shall be thankful for any addition which your Lordrfiip
may deem proper.
INTRODUCTION
Ixiii
11. The other principal items in the estimate consist of tlio
-establishment I must maintain and my travelling expenses,
l^'inding it difficult to fix these in my own case, I sought to
ascertain from the Civil Auditor’s Office the amount of l>r.
Buchanan’s allowances, and I have learned that a sum of 440
iSicca Biipees was allowed him for establishment alone. This
for me is unnecessarily large, and I have reduced it to the
following scale: —
(Jne Manlavi
... Sa. Kupees
60
One learned Brahiuun
M
50
One Writer or Copyist
,,
40
One Duftry at 8, Stationery 3*2 ...
,,
\0
'J’wo Hurkarus. at (>
12
Two Burkundazes, at 8
... , ,
16
Total Sa. Kupees 218
1 have not ascertained what were Dr. Buchanairs travelliii;^
O
expenses, but it is probable that they were included in his personal
allowance, which was Sicca Kupees 1,500 per month. Estimat-
ing my travelling expenses separately, and including under that
item boat hire, palkee and palkee-bearers, tent and khalasees,
extra pay to personal servants, and small presents for the en-
couragement of deserving teachers and students, I do not suppose
that the whole can be less than 200 liupees per month. I should
apprehend that my travelling expenses during eight or nine
months of the year will rather exceed than fall short of that sum;
but on the other hand, although I shall be frequently, I shall not
be always, on the move, and the saving at one time will balance
the deficit at another. In regard both to establishment Jind
travelling expenses, I avow that I write in considerable un-
certainty of what is really necessary for the efficient performance
of the service, and it is quite as probable that in some respects 1
may have over-rated as in others that I have under-rated the
expense; but I trust your Lordship will be satisfied that, upon
the whole, I have kept within moderate limits. According to
this estimate the total monthly expense, consisting of personal
4dkwanee, establishment, and travelling expenses, will be Sicca
Ixiv
INTRODUCTION
liupees 1,118 per month. I submit the whole to the correction
which your Lordship's better information may supply, and have
the honour to be your Lordship’s most obedient and most humble
servant.
W. ADAM.
p. S , — Since writing paragraph 9, I have had reason to
believe that there is some mistake in the particular years afssigned
to Dr. Buchanan's survey, which did not end but compienced
in 1807. \
I
W.
Minute by His Excellency the Governor-CtENERAL, dated
Calcutta, the 20th January, 1835
As it now seems an universally admitted axiom that educa-
tion and the knowledge to be imparted by it can alone effect the
moral regeneration of India, nothing need be said in suxiport ol'
tliis principle. Nor will it be necessary here to advert to the
various questions connected with education, which at present
ocfcupy the public mind, as to the particular language® to be culti-
vated, and to be adopted in the transaction of public business, or
u})on the various other subjects connected with public instruction,
because all these questions will, I presume, at a very early period,
come before Council from the General Education Committee.
But there is one very material fact still wanting to be
known, the actual state of Native education, that is, of that
which is carried on, as it probably has been for centuries, entirely
under Native management. This information, which Govern-
ment ought at any rate to possess, regards a most important part
of the statistics of India. A true estimate of the Native mind
and capacity cannot well be formed without it. But at this time,
when the establishment of education upon the largest and most
useful basis is become the object of universal solicitude, it i&
essential to ascertain, in the first instance, the number fitnd
INTRODUCTION IxY
deacriptioiis of the Schools uud ('Olleges in the Mofussil; the
extent to which instruction is carried; the knowledge and sciences
taught in them; the means by which they are supported, with all
the particulars relating to their original foundation; and their
past and present prosperity. The same enquiry will point out
the dreary space, if any, where the human mind is abandoned
to entire neglect. I think it very likely that th (3 interference of
Government with education, as with most of the other Native
Institutions with which we have too often so mischievously
meddled, might do much more harm than good. Still it behoves
us to have the whole case before us, because it is possible that
the aid of Government, if interference bo carefully excluded,
might be very usefully applied, and very gratefully received, and
a still more important end might be attainable, of making their
institutions subsidiary and conducive to any improved general
system, which it may be hereafter thought proper to establish
While writing this paper, there has passed, in circulation, a
letter from the Government of Fort St. George, transmitting a
report from the Board of Public Instruction at that Presidency,
upon the present state of the Government Schools.
I collect from this document, that in 1823 there existed in
the Madras Territories no less than 12,498 institutions for
education, supported partly by the endowment of Native Princes,
but chiefly by the voluntary contributions of the people. In
addition to these, the Government of Madras have established
14 Collectorate and 67 Tehsildaree Schools. The annual expense
is stated to be Rupees 24,920. I do not know when the Govern-
ment introduced this measure; but if it took place in 1823, as
I conjecture, a sum, amounting to between twenty and thirty
thousand pounds, seems to have been very needlessly expended.
The report describes these Government Schools to have been
a failure, owing, in great measure, to the inefficiency of the
teachers, in consequence of their being badly paid and badly
selected; to the want of a due superintendence on the part of the
local functionaries, under whom they were placed and, as is
said in paragraph 10, to errors in their original formation. A
reform is proposed, in which will be found many judicious sug-
gestions, the principal of which and one the best entitled to
attention is the improving and strengthening the Central Presi-
dency Institution. With respect to the Gollectorate and Tehsil-
e-1326B,
Ixvi
INTRODUCTION
daree Schools, it appears to me that more has been attempted
than was practicable, and that it would have been much better
to have cstablish(‘d a few good institutions, with well-appointed
teachers of every kind, confined
* Presidencv, Southern Division, perhaps to tlie six* great divisions
is formed, where instruction of a
superior order might have been obtained, and to which (Natives
of all ranks and classes would have gladly liad recourse, as in
the case of the Hindoo College, for the higher edncation\ which
IS there afforded.
From these would have aaturally gone forth Teachers of
the best kinds in all languages and sciences, and, without any
further effort on the part of the Oovernmejit, true knowledge
must have gradually made its way
It IS not rny iiiti'iition to make any proposition in relation
to this lioport. because it will be, of course, transmitted to the
General Education ('oininittee for their remarks and suggestions.
Upon the (‘Xpedioncy of possessing the existing state of
instruction throughout our t(*rritorieh', there (ainnot, I think, be
a doubt; and the point for consideration seems to be, as to the
mode of obtaining it, whether by calling upon t)ie local func-
tionaries for a report of all institutions within their districts, or
to ern{)l{)\ . as in England, a special deputation for the purpose
The first mode would be attond(‘d with no expense, but we could
not expect from it that fullness of information and accuracy of
detail which could lead to any safe conclusion or practical result.
Nothing but a close insight into these institutions, and an
enquiry into the heelings of the peophi themselves, which cannot
be made directl\ by official authority with any prospect of success,
and without exciting distrust, could elicit the information and
all the data requisite for any future measure. The importance
of the subject would well deserve the exclusive time and atten-
tion of a commission composed of the ablest of our servants; but
neither men nor iiKiney adequate to the ])urpose could at this
moment be conveniently spared.
T am of opinion, however, that by a deputation can the
object be alone accomplished. There happens to be an indi-
vidual, peculiady qualified for this undertaking, Mr. Adam.
This gentleman (‘imie to India seventeen years ago as a
INTRODUCTION
Ixvii
Missionary, and has latterly been the Editor of the Indian
Gazette, With considerable ability lie possesses great industry
and a high character for inlegrity. Ilis knowledge of the lan-
guages, and his habits of intercourse with the Natives, give him
peculiar advantage for such an enquiry. The paper which he
drew u)) at my reejuest will better show than anything 1 can say
the correct views with which he is disposed to undertake su(di
a commission, and the remuneration he proposes appears
within reasonable limits. ?Tis report upon any one Zillah or
section of tlie territory w'ould enable tlie Government at once
td determine whether the task was well executed, and the in-
formation obtained worth the cliarge incuirrod for it. I should
tliink that two or perhaps tlirce years would more ihan (‘ompletc
ihe enquiry, be^'ause, the network of tlu^ institutions of one or
more zillahs being ascertained, it is probable that there would be
found so much similarity in 1h(‘ general outline as not to make
necessary a particular enquiry m(o Gu' details of every zillah,
and the (VuumissioniT, being always in comniuniealion with the
local Of)i(*(*rs, need after a periofi (amfinc his examination to
I'host' inslitutions whieli might be remarkable for some peeuliar
distiiKition.
if the C’oniKul agree in this recommendation. I w^ould pro-
pose that Mr. W. Adam be selected for this duty, with a consoli-
dated allow aruM‘ of Uiipei's for all expenses, with the
exception of travelling charges, for which he should make a
separate bill upon honour. ^
W. HENTINCK.
I concur entirely in tiu' above proposition.
H. BLUNT.
A. BOSS.
W. MOEKISGN.
FIRST REPORT
ON THE
STATE OF EDUCATION IN BENGAL
1835
The importance of more extended and systematic efforts
fo^ the promotion of Native education beitiir strongly felt, it has
been deemed a necessary preliminary measure to institute an
investigation into the number and efficiency of the various
descriptions of schools and colleges already in operation
throughout the country, exclusive of regimental schools, and
institutions under the immediate superintendence and control
of the General Committee of Public Instruction, To know what
the country needs to be done for it by Government, we must
first know what the country has done and is doing for itself.
This investigation has been placed under the direction of the
General Committee of Public Instruction, and that body have,
in the first place, authorised the preparation of a report, in
which it is proposed to exhibit a clear and connected view of
all that is known, or can be collected from good authority,
respecting the present actual state of education in each district.
Such a report will show both what is already known and what
yet remains to be ascertained, and will thus in some measure
contribute to rescue, from oversight or neglect, the results of
former investigations, and at the same time give a right direc-
tion to the further personal and local inquiries that have been
ordered by Government.
The materials for this purpose exist in a very dispersed
state, but they have been found to accumulate so much, that
it has been judged proper to limit the report which is now sub-
mitted, to the province of Bengal, reserving the information
that has been collected regarding the state of education in the
other provinces for future reports. The sources from which
the principal facts and statements have been drawn are five.
2
STATE OF EPrOATlON IN BENGAL
The jint is the Buchanan Keports, which are deposited in the
office of the Secretary to Government, and to which ready
access has been > afforded. They originally extended tee the
districts of Dinajpur, Bangpiir, '‘and Purruya in Bengal, besides
several districts in Behar; but the volumes containing ch^ters
on the state of education in the Bengal district of Bangpur, and
in the Behar district of Shahabad are unfortunately missing.
The chapters on the state of education contained in the reports
on Dinajpur and Purniya, of which the former has been pub-
lished, and the latter exists ony in manuscript, I have con-
densed, adding entire the tables which Dr. Buchanan coippiled
relating to this subject in those districts. The aecnnd spurce
from which I have drawn materials is the records of' the
General Committee of Public Instruction, which furnish il?for-
mation in more scattered details and in a less precise and defi-
nite form, but which contain muefi that is valuable and
interesting, principally communicated in answer to circulars
sent to different public functionaries by Mr. H. H. Wilson,
the Secretary to the Committee, about the period of its estab-
lishment. The third authority to which I have referred is
Hamilton’s East India Gazetteer (2nd edition, 2 volumes, 1828),
and I have consulted this work as an independent authority,
because it is known that the author in compiling it availed
himself not only of publications generally accessible, b ut al so
of public and private manuscript documents that have never
been given to the world. The fourth source from which I have
obtained information is Missionary, College, and School Reports.
The Associations that issue these reports have for the most part
religious objects in view which are foreign to the purpose of this
inquiry; but they have under various modifications sought to
promote education by the establishment of schools and colleges,
which cannot but be regarded as valuable auxiliaries to the other
means employed for the general enlightenment of the country
by the diffusion of knowledge. The fifth authority to which I
have had recourse is a memoir, with supplement, compiled by
the Searcher of Records at the India House, showing the ex-
tent to which aid had been afforded by the local Governments
in India towards the establishment of Native schools in this
country, and published in the first Appendix to the Report from
the Select Committee of the House of Cornnaons on the Affairs
STATE OF EDUCATION IN BENGAL
B
of the East India Company, 16th August, 1832. The memoir
and supplement are chiefly occupied with details of Govern-
ment institutions which are purposely excluded from this report,
but they also contain several notices which I have not found
elsewhere of philanthropic and private institutions. In addition
to the principal sources of information, I have drawn several
facts from works incidentally or partially treating the subject,
whose authority will be acknowledged in the proper places. I
have not introduced into this report any statement of facts rest-
ing on my observation and authority, but have merely attempted
to bring into a methodised form the information previously
existing in detached portions respecting the state of education.
The details, therefore, which follow must be regarded as the
results of the observations of others, and as depending upon
their authority, and all that I have done is to connect them
with each other and present them in consecutive order. I have
not sought to multiply details except in so far as they are
necessary to show the nature and extent of the educational
means, apart from Government institutions, employed for the
moral and intellectual improvement of the country. I have
applied for information in every quarter in which it might be
supposed to exist, and while I have faithfully employed the
information communicated, I am fully aware that the high
repute and salutary influence of several of the private schools
and colleges, claim for them a more extended notice than I
have deemed compatible with the limited scope of this report.
The sufiiciency of the means of education . existing in a
country depends, first, upon the nature of the instruction giyenj
secondly, upon the proportion of the institutions of education to
the population needing instruction; an^thirdly^ upon the proper
distribution of those institutions. I have accordingly en-
deavoured, in collecting and compiling the following details, to
keep these three considerations in view. The report includes
a brief account of the course of instruction pursued in each
large class of schools, or in single institutions whose importance
entitles them to separate notice. Some idea may be formed of
the relative distribution of the means of education to the wants
of the population by comparing the districts with each other;
but in the present state of our information, the notion thus
obtained must be very imperfect, for it cannot be doubted that
4
STATE OF Et)tJCAT10N IN BENGAL
in most districts there are many Native institutions, of which
no known record exists, and the distribution of the means of
education within each district can be ascertained only by minute
local investigation. The estimates of the population of the
different districts are still for the most part merely conjectural.
No approach to actual investigation was attempted until 1801,
during the administration of the Marquis Wellesley, when, by
the directions of the Governor- General, the Board of Revenue
circulnt(»d various questions on statistical subjects I to the
Magistrates and Collectors, with the view of ascertainipg the
l) 0 })ulation and resources of their res])eclive districtsS The
returns are deemed t() have been made with too implicit a
dependence upon unchecked Native Authorities; and it Would
appear from the results of subsequent and more minute investi-
gation that the public functionaries, from whatever cause, kept
greatly within the real amount. These are the only estimates
that have been made of the population of the districts of Mid-
napur, Hooghly, Jcssore, Nuddea, Dacca, Jalalpur, Backer-
gunge, Chittagong, Tipcra, Mymunsingh, Sylhet, Moorshedabad,
Beerbhoom, and Eajshahy. In 1807, 1808, and 1809,
Dr. Francis Buchanan surveyed and rei)orted on the Bengal
districts of Rang]jur, Dinajpur, and Purniya. He had in some
instances opportunities of inspecting the original returns of
1801, and satisfied himself of their fallacy; and his own esti-
mates of the population of these three districts, founded on
such data as the number of ploughs, the consum])tion of rice,
etc., are greatly in excess of the preceding — in one instance
about double, in another treble, and in ti third nearly septuple.
In 1814, Mr. Bayley, then Judge and Magistrate of Burdwan,
endeavoured, with more attention to accuracy than had been in
any instance ])reviously given, to ascertain the exact number
of inhabitants within his jurisdiction, and the amount at which
he arrived in like manner exceeded the estimate of 1801.
Hamilton remarks that if the population of the other districts
was as much underrated in 1801 as that of those estimated by
Dr. Buchanan and Mr. Bayley, great as the sum total is, it
might be almost doubled. On the other hand, the population
of some principal cities has been found by actual census to fall
considerably short of what it was before 8 U 7 )po 8 ed to be. Until,
therefore, a complete and accurate census of the population is
STATE OF EDUCATION IN BENGAL
6
taken, we can only attempt to judge by approximation of the
proportion and fit distribution of the means of instruction, in
relation to the real wants of the country.
SECTION I
The Twenty-four Pergunnahs, including Calcutta
Population . — The estimate of 1801 makes the i)opulation of
the Twenty-fonr Pergunnahs airiount to 1,625,000 persons,
wliicli Hamilton in one ])lace (Vol. I, p. 190) represents as
including the ]) 0 ])ulation of Calcutta, and in another place
(Vol. ir, p. 691) as exclusive, of the inhabitants of the Calcutta
jurisdiction. It seems the more probable supposition that the
returns for the Tvveniy-four Pergunnahs in 1801 did not include
the jjopulation subject to the jurisdiction of the Calcutta
Magistrates. No complete census has yet been taken of the
])opulation of Calcutta. In 1752, Mr. Holwell estimated the
number of houses within the Com])any’s bounds at 51,132, and
the permanent inhabitants at 409,056 persons, without reckon-
ing the multitude daily coming and going. In 1802, the Police
Magistrates reckoned tlie f)opulation of Calcutta at 600,000, and
they were of opinion that the city, with a circuit of twenty
miles, comprehended 2,225,0(K>. In 1810 Sir Henry Russell,
the Chief Judge, computed the population of the town and its
environs at 1,()()0,(XK); and (leneral Kyd, the population of the
city alone at between 4(X),0(K) and 5(K),000 inhabitants. In 1819,
the Calcutta Scihool Society estimated the Native population of
Calcutta at 750, OCX). In June 1822, the Magistrates of Calcutta
directed returns of the jjopulation to be made from the four
divisions, and they showed the following results: — Christians
13,138; Mahornedans 48,162; Hindus 118,203; Chinese 414 —
total 179,917. The number of persons entering the town daily
from the suburbs and across the river has been estimated, by
stationary peons and sircars placed to count them, at 100,000.
Upon the whole, therefore, it appeared to be the opinion of the
Magistrates from the returns that, taking the resident popula-
tion at about 2(X),(XX), and those entering the town daily at
1(X),000, the sum would give a tolerably accurate approximation
to the real number.
6
BtATt; Ot' Bt)UCATlON IN BENGAL
Indigenous Elementary Schools . — ^By this description are
meant those schools in which instruction in the elements of
knowledge is communicated, and which have been originated
and are supported by the Natives themselves, in contra-distinc-
tion from those that are supported by religious or philanthropic
Societies. The number of such schools in Bengal is supposed
to be very great. A distinguished member of the General Com-
mittee of Public Instruction in a minute on the subject expressed
the opinion, that if one rupee per mensem were expanded on
each existing village school in the Lower Provinces, the\ amount
would probably fall little short of 12 lakhs of rupees perynnum.
This su])poses that there are KK),00() such schools in Bengal and
Behar, and assuming the ])opulation of those two Provinces to
be 40,000,000, there would be a village school for every 400 per-
sons. There are no data in this country known to me by which
to determine out of this number the proportion of school-going
children, or of children capable of going to school, or of children
of the age at which, according to the custom of the country, it
is usual to go to school. In Prussia* it has been ascertained
by actual census that in a j)Opulation of 12,256,725, there were
4,487,461 children undeii fourteen years of age, which gives 366
children for every 1,0(X) inhabitants, or about eleven- thirtieths
of the nation. Of this entire population of children it is calcu-
lated that three-sevenths are of an age to go to school, admitting
education in the schools to begin at the age of seven years com-
plete, and there is thus in the entire Prussian monarchy the
number of 1,923,200 children capable of receiving the benefits
of education. These proportions will not strictly apply to the
juvenile population of this country, because the usual age for
going to school is from five to six, and the usiiaTlige for leaving
school is from ten to twelve instead of fourteen. There are
thus two sources of discrepancy. The school -going age is shorter
in India than in Prussia, which must have the effect of dimi-
nishing the total number of school-going children; while on the
other hand, that diminished number is not exposed to the
causes of mortality to which the total school -going population
of Prussia is liable from the age of twelve to fourteen. In want
of more precise data, let us suppose that these two contrary
* See Cousin s Kepurt on the State of Public Instruction in Prussift, page 140.
STATE OF EDITCATION IN BENGAL
7
diF^crepancies balance each other, and we shall then be at liberty
1o apply the Prussian proportions to this country. Taking,
llierefore, eleven-thirtieths of the above-mentioned 400 persons,
Mild three-sevenths of the result, it will follow that in Bengal
and Behar there is on an average a village school for every sixty-
three children of the school-going age. These children, how-
ever, include girls as well as boys, and as there are no
indigenous girls’ schools, if we take the male and female
cliiTdren to be in equal or nearly equal proportions^ there will
appear to be an indigenous elementary school for every thirty-
one or thirty-two boys. The estimate of 100,000 such schools
in Bengal and Behar “is confirmed by a consideration of the
number of villages in those two provinces. Their number has
been officially estimated at 150,748, of which, not all, but most
have each a school. If it be admitted that there is so large a
proportion as a third of the villages that have no schools, there
will still be 100,000 that have them. Let it be admitted that
these calculations from uncertain i)rernises are only distant ap-
proximations to the truth, and it will still appear that the sys-
tem of village schools is extensively prevalent; that the desire
to give education to their male children must be deeply seated
ill the minds of parents even of the humblest classes; and that
these are the institutions, closely interwoven as they are with
the habits of the people and the customs of the country,
through which primarily, although not exclusively, we may
hope to improve the morals and intellect of the Native popula-
tion.
It is not, however, in the present state of these schools,
that they can be regarded as valuable instruments for this pur-
pose. The benefits resulting from them are but small, owing
partly to the incompetency of the instructors, and partly to the
early age at which through the poverty of the parents the
children are removed. The education of Bengalee children, as
has been just stated, generally commences when they are five
or six years old and terminates in five years, before the mind
can be fully awakened to a sense of the advantages of know-
ledge or the reason sufficiently matured to acquire it. The
teachers depend entirely upon their scholars for subsistence, and
being little respected and poorly rewarded, there is no
encouragement for persons of character, talent or learning to
a
STATE OF EDUCATION IN BENGAL
engage in the occupation. These schools are generally held in
the houses of some of the iiiost respectable native inhabitants
or very near them. All the children of the family are educated
in the vernacular language of the country; and in order to in-
crease the emoluments of the teachers, they are allowed to
introduce, as pupils, as many respectable children as they
can procure in the neighbourhood. The scholars begin with
tracing the vowels and consonants with the finger on a sand-
board and afterwards on the floor with a pencil of steatite or
white crayon; and this exercise is continued for eight or ten
days. They are next instructed to write on the palm-leaf\with
a reed-pen held in the fist not with the fingers, and witl^ ink
made of charcoal which rubs out, joining vowels to the cdnso-
nants, forming compound letters, syllables, and words, Wnd
learning tables of numeration, money, weight, and measure, and
the correct mode of writing the distinctive names of persons,
castes, and places. This is continued about a year. The iron
style is now used only by the ieacher in sketching on the palm-
leaf the letlers which the scholars are required to trace with
ink. They are next advanced to the study of arithmetic and
the use of ihe plantain-leaf in writing with ink made of lamp-
black, which is continued about six months, during which they
are Taught addition, subtraction, multiplication, and division,
and the simplest cases of the mensuration of land and com-
mercial and agricultural accounts, together with the modes of
address pro])er in writing letters to different persons. The last
stage of this limited course of instruction is that in which the
scholars are taught to write with lamp-black ink on j)aper, and
are further instructed in agricultural and commercial accounts
and in the composition of letters. In country places the rules
of arithmetic are y)rincipally applied to agricultural and in towms
to commercial accounts : but in both town and country schools
the instruction is superficial and defective. It may be safely
affirmed that in no instance whatever is the orthography of the
language of the country acquired in those schools, for although
in som(‘ of them two or three of the more advanced boys WTite
out small portions of the most popular poetical compositions
of the country, yet the manuscript copy itself is so inaccurate
tlnj-t they only become confirmed in a most vitiated manner
of spelling, which the imperfect qualifications of the teacher do
STATE OP EDUCATION IN BENGAL
9
not enable him to correct. The scholars are entirely without
instruction, both literary and oral, regarding the personal virtues
and domestic and social duties. The teacher, in virtue of his
character, or in the way of advice or reproof, exercises no moral
influence on the character of his pupils. For the sake of pay, he
performs a menial service in the spirit of a menial. On the
other hand, there is no text or school-book used containing any
moral truths or liberal knowledge, so that education being
limited entirely to accounts, tends rather to narrow the mind
and confine its attention to sordid gain, than to improve the
heart and enlarge the understanding. This descriptions ap-
plies, as far as 1 at present know, to all indigenous elementary
schools throughout Bengal.
The number of such schools in Calcutta is considerable. A
very minute inquiry respecting them was instituted when the
Calcutta School Society was formed in 1818-19. The result was
that the number within the legal limits of Calcutta was 211, in
which 4,908 children received instruction. Assuming the re-
turns of the Hindoo and Mahomedan population of Calcutta
made in 1822 to be correct, this number is about one-third the
number of Native children capable of receiving instruction, the
other two-thirds being without the means of instruction in
institutions of Native origin. In 1821, of these schools 115,
containing 3,828 scholars, received books from the School So-
ciety, and were examined and superintended by its officers and
agents; while 96 schools, containing 1,060 scholars, continued
entirely unconnected with that Society. In 1829, the date of
the fifth report of the School Society, the number of schools in
connection with it had been reduced to 81; and since that date
there has been no account given to the public of the Society's
operations. There is no reason to suppose that the indigenous
schools unconnected with it are less numerous than when their
condition was first investigated in 1818-19: on the contrary, the
impulse which education has since received in Calcutta has
most probably increased both their number and efficiency.
The improvements introduced by the School Society into
the schools in immediate connection with it are various. Printed,
instead of manuscript, school-books are now in common use.
The branches formerly taught are now taught more thoroughly;
and instruction is extended to subjects formerly neglected, via.,
^ism
10
STATK OF EmTCATION IN BENGAL
the ^ o rthography of thej^ngalee language ^ g^Qg!i*ftphy.
moraf ifuths arid obiigations. The mode of inst ru ction has bee n
improv ed. Formerly the pupils were arranged in ditferent divi-
sions according as they were learning to write on the ground
with chalk, on the palm-leaf, on the plantain-leaf, and on paper,
respectively; and each boy was taught separately by the school-
master in a distinct lesson. The system of teaching with the
assistance of monitors, and of arranging the boys in classes,
formed with reference to similarity of ability or proficiency, has
been adopted; and as in some instances it has enabled the
teachers to increase the number of their pupils very coi&sider-
ably, and thereby their own emoluments, it is hoped that it will
ultimately have the effect of encouraging men of superiqr ac-
quirements to undertake the duties of instructors of youth- A
syst em Of superintendence has be en organize d by the appoint-
ment of a Pundit and a Sircar, to each of the four divisions into
which the scjhools are distributed. They separately attend two
different schools in ike morning and two in the evening, staying
at least one hour at each school, during which time they explain
to the teachers any parts of the lessons they do not fully com-
prehend, and examine such of the boys as they think proper in
their different acquirements. The destinations of the Pundits
and Sircars are frequently changed, and each of them keeps a
register, containing, the day of the month; the time of going to,
and leaving, each school; the names of the boys examined; the
page and place of the book in which they were examined; and
the names of the school-masters in their own hand-writing, —
which registers are submitted to the Secretaries of the Society
every week through the head Pundit. Further examinations,
both public and private, yearly, half-yearly, or quarterly, as
necessity or convenience dictated, have been held in the pre-
sence of respectable European and Native gentlemen, when
gratuities were given to deserving teachers, and prize-books to
the best scholars, as well as books bestowed for the current use
of the schools. The tendency of all these measures to raise the
character and qualifications of the teachers must be apparent,
and it is with reference to this tendency that the labours of the
Calcutta School Society have received the special approbation
■bf the Court, of Directors. In 1825, the Court, in co nfirming
^e grant of Eupees 500 per month which had been made
STATK OP EDUCATION IN DENGAL
IV
this Society by the Lo^l Government, made the followiiig re-
ni arks: The Calcutta School t Society appears to combing
with its arrangements for giving elementa ry instruction ; an
arrangement of stjJUL greater importance for educating teachers
for the indigenous schools. This last object we deem worthy of
great encouragement, since it is upon the character of the indi-
genous schools that the education of the great mass of the
population must ultimately depend. By training up, therefore,
a class of teachers, you provide for the eventual extension of
improved education to a portion of the Natives of India far
exceeding that which any elementary instruction that could be
immediately bestowed, would have any chance of reaching.'*
In consequence of the reduction of the Society’s means, the
examinations have been discontinued since 1833. Unequivocal
testimony is borne to the gi*eat improvement effected by the exer-
tions of the School Society, both in the methods of instruction
employed in the indigenous schools of Calcutta, and in the
nature and amount of knowledge communicated; and I have
thus fully explained the operations of this benevolent Associa-
tion, because they appear to me to present an admirable model,
devised by a happy combination of European and Native phi-*
lanthropy and local knowledge, and matured by fifteen years!
experience, on which model, under the fostering care of Govern-
ment, and at comparatively little expense, a more extended
plan might be framed for improving the entire system of indi-
genous elementary schools throughout the country.
In these schools the Bengalee language only is employed as
the medium of instruction; but the children of Mahomedans,
as well as the various castes of Hindoos, are received without
distinction. Mahomedans have no indigenous elementary
schools peculiar to themselves, nor have they any regular sys-
tem of private tuition. Every father does what he can for th6
instruction of his children, either personally or by hiring a tutor;
but few fathers, however qualified for the task, can spare from
their ordinary avocations the time necessary for the perform-
ance of such duties, and hired domestic instructors, though uji-
questionably held in more honor than among Hindoos, and
treated with great respect by their pupils and employers, are
always ill-paid and often superannuated— men, in short, who
betake themselves to that occupation only when they have
IS
STATE OE EDUCATION IN BENGAL
ceased from age to be fit for any other. There are, moreover,
few who are qualified to instruct their children, and fewer who
are able to employ a tutor.
It cannot be doubted that there are many indigenous ele-
mentary schools in the Twenty-four Pergunnahs beyond the
limits of Calcutta; but I have not met with any account of
their number or condition. As far as appears from any /docu-
ment or publication within my reach, less information is pos-
sessed respecting the state of education in this district,^ con-
taining the metropolis of the country, than in several distant
and less civilized districts of Bengal. The only reference to
such schools in the Twenty-four Pergunnahs, I find in one of
the reports of the Calcutta School Society, which in 1819 re-
ceived applications from many school-masters beyond the
Mahratta Ditch, that they also might be permitted to partake
of its benefits; but it was not then deemed advisable to extend
the connections of the Society, and the applications do not ap-
pear to have been subsequently renewed.
Elementary Schools not Indigenous . — Besides the indigen-
ous elementary schools in connection with the Calcutta School
Society, that Association originally established five elementary
schools which it entirely controlled and supported. These
schools were established on the ground that Native schools
which exist by the support and under the control of Europeans
or Societies, should be good of their kind rather than numerous;
adapted rather to improve by serving as models than to super-
sede the established seminaries of the country; designed rather
to educate the children of the poor than the numerous youth of
this country whose parents are able and willing to pay for their
instruction — a sound and judicious rule which, it may be feared,
has been often neglected. The great expenditure necessary to
be incurred for these schools, and the limited and irregular
attendance, led to the transfer of three of them to the care of
the Corresponding Committee of the Church Missionary So-
ciety. Another of these schools was situated in a quarter of
the city chiefly occupied by Mussalmans to whom the Bengalee
is not the current medium of communication. A zealous and
respectable Mahomedan member of the Committee of the So-
ciety personally superintended it, and it was placed under a
OP BDtCAl’IOK IN ftEilGAt Ig
teacher of Hindustani who, without excluding Bengali, gave
instruction through elementary works in the Persian and Nagree
characters. This school was discontinued, which is the more
to be regretted as it was perhaps the only elementary public
school for that portion of the inhabitants of Calcutta who speak
Hindustani. The remaining school was situated at Arpuly, and '
was in operation under the personal superintendence of the Sec-
retary of the School Society until the beginning of 1833, when,
in consequence of the insolvency of the treasurers and the loss
of many of the most valuable subscribers, it was relinquished.
The house, in which the school had till then been conducted,
was so old that it could not be repaired, and a new one would
have cost a larger sum than the School Society could afford.
Any attempt at that time to revive the interest of the public in
the Society would probabily have failed in consequence of the
general distress; but it would certainly be attended with more
guccess at the present time. According to the last report, it
contained about 225 boys, who were instructed by a Pundit and
four Native teachers, and were divided into eleven classes,
occupied with different Bengalee studies from the alphabet up-
wards. They were taught reading, writing, spelling, grammar,
and arithmetic, and the plan on which the duties of the school
were conducted was nearly similar to that of an English school.
In order to afford sufficient time for the boys to acquire a con-
siderable knowledge of Bengalee before they began to learn
English, no pupil was admitted into the school above eight
years of age. The scholars were promoted to the Society’s
English School or to the Hindu College as a reward for their
proficiency in Bengalee, the study of which they were required
to continue until they acquired a competent knowledge of the
language. This attention to the cultivation of the language of
the country, the chief medium through which instruction can
be conveyed to the people, was a highly gratifying feature in the
operations of this Society; and an additional advantage of the
school at Arpuly was the example which it afforded to the whole
of the indigenous schools. The best proof of the estimation, in
which it was held by the Native inhabitants of the neighbour-
hood, was the frequent earnest solicitation received from tl^e
most respectable Natives to have their children educated
in it.
STATE Of’ EDUCATION IN BENGAL
14
It is deeply to be regretted that the operations of a Society,
conducted with so much judgment and success, should be thus
crippled and curtailed.
The Calcutta Diocesan Committee of the Incorporated So-
ciety for the Propagation of the Gospel in Foreign Parts, has
several elementary schools in the neighbourhood of Calcutta.
The following is a synopsis of their number, and of the aver-
age daily attendance at each, extracted from the last report
(1884).
Tolly gunge Circle
Average daily
attendance.
Ballygiinge ... 80
Kalighfiut ... ... 90
Janjara ... ... 25
Kaja])iir ... ... 32
Undermanick ... ... 30
— 257
Barripur ... ... 45
Howrah Circle
Howrah
Seebpur
Batore
Sulkea
Bailee
80
80
70
70
95
— 895
697
Besides reading, writing, ciphering, grammar, and geo-
graphy, it is a feature of these, and I believe all other Mis-
sionary schools, whether Bengali or ^English, that religious
instruction is given to the scholars. The books employed for
this purpose are the Gospels, Watts’ Catechism, Ellerton’s
Dialogues on Scripture History, the History of Joseph, &c.. &c.
The Native mode of writing on sand, palm-leaves, and plantain '
leaves is adopted in these schools.
flTAT*! OF totrCATION TW BBlfOAL
Iff
The Calcutta Church Missionary Association has thirteen
elementary schools, partly in the town and partly in the vil-
lages, the average number of children receiving instruction being
about 600. There is also a Christian school on the Mission-
premises at Mirzapur, containing about seventy scholars, and
a separate school for the Mahomedan population averaging thirty*
nine boys. Tn connection with this Association, but not under
its immediate direction, there is also a school at Beyala near
Kidderpur, containing about 100 scholars. The course of in-
struction pursued in the schools is explained to consist in
grammar, geography, reading the old and new testaments,
spelling, writing, and arithmetic. They are chiefly intended
for the lower classes of the population, and it is considered by
this Association that more need hfirdly be attempted in their
behalf than elementary instruction. The early removal of the
children from school is greatly lamented.
In the villages to the south of Tolly *s Nullah there are three
elementary boys* schools, supported by the Ladies* Society,
connected with the Loll Bazar Missionary Society, and thereby
with the Serampur Mission. The following are the names of
(he villages, and the number of the scholars in attendance: In
the school at Debipur there are twenty in attendance; at Bala-
rampore about forty-five; and at Lakhyantipur forty-four. At
Anundapur, also, an estate in the Soonderbuns belonging to
Serampur College, is a boys* elementary school supported by
the Serampur' Mission, the attendance fifty-two.
Formerly there were several schools in Calcutta supported
by the Bengal Auxiliary Missionary Society in connection with
the London Missionary Society. The Bengali language only
was taught, much time and labor was hetsowed, and much
expense incurred; but the Committee of the Society remark
that during the last five or six years the desire to obtain a
knowledge of the Fjuglish language has been so great that a
school, in which this was not taught, was sure to dwindle away.
To continue the schools on the old plan was deemed a waste
0 ^ time and money, and to commence the new plan was im-
possible, both for want of funds and of qualified superinten-
tience. The schools, therefore, in and about Calcutta^ have
been discontinued, with the exception of one at Kristnapur, at
which from 10 to 20 children attend. It thus appears that the
16 BT^rE OF EDUCATION IN BENGAL
desire to obtain an acquaintance with English tends to the
neglect of the vernacular language and has led to the discon-
tinuance of elementary schools. These effects are not neces-
sary, for the study of the two languages may be combined with
advantage as the labors of the School Society show; but they
are effects which are naturally produced in the circumstances
of this country upon ignorance and youth, and it should be
deemed an important object to counteract them. At Kidder-
pur, where this Society has a Missionary Station, there are
five other elementary schools containing about 260 boyi^, whose
progress in the various branches taught is stated to\ be en-
couraging and satisfactory. \
Indigenous Sohools of Learning . — ^Ward in his work \ on the
Hindoos has given, on the whole, a correct account df the
state of indigenous learning and of the institutions by which it
is preserved among the Hindoos. The principle which secures
the perpetuation of these institutions, as long as the Hindoo
religion subsists and is professed by the mass of the people and
by a majority of the wealthy and powerful, is that it is deemed
an act of religious merit to acquire a knowledge of the Hindoo
shastras, or to extend the knowledge of them either by direct
instruction or by pecuniary support or assistance given either
to scholars or teachers. Hence the privations to which the
students submit in the prosecution of the prescribed course of
study; the disinterestedness of the teachers in bestowing their
instructions gratuitously with the addition, always of shelter,
often of food, and sometimes of clothing; and the liberality
landholders and others shown by occasional endowments of land
and frequent gifts of money both to teachers and scholars on
the occasion of funeral feasts, weddings, dedications, &c. The
number of such institutions throughout the country is unknown,
nor are sufficient data possessed on which to rest a probable con-
jecture. In the district of Dinajpur, Dr. Buchanan found only
16, and in that of Purniya not less than 119,— a difference
between two neighbouring districts in which some mistake may
be suspected. The estimates of the number in other districts,
besides those reported on by Dr. Buchanan, are not the results
of personal inquiries, and less dependence is, therefore, to be
placed on them. If I were to hazard a conjecture founded on
all the facts and statements I have met with, I should say
StATB OF ESDOCATION IN BENGAL
17
thai there arc on an average probably 100 such institutions in
each district of Bengal, which would give 1,800 for the whole
])rovince. An estimate of the total number of students must
depend upon the approach to correctness of the conjecture res-
pecting the tota] Tuimber of schools; but the following facts
may help towards the formation of a correct opinion respecting
the average number of students in each school. In 1818, Mr.
Ward enumerated 28 schools of Hindoo learning in Calcutta,
in which 173 scholars received instruction, averaging upwards of
six scholars to each school. Ho also enumerated 31 schools of
Hindoo learning at Nuddea, in which 747 scholars received
instruction, averaging upwards of 24 scholars to each school.
In 1830, Mr. H. H. Wilson ascertained by personal enquiry at
Nuddea, that there were then about 25 schools in which
between 5 and 600 scholars received instniction, and taking
the number of scholars at 550 the average to each school will
be 22. The average of these three estimates would give 17^
scholars to each school. The lowest or Calcutta average, that of
six scholars to each school, I consider more probable than the
others, for the instances are numerous throughout the country
in which a learned Hindoo teacher has not more than three or
four pupils. Assuming the Calcutta average, and the previous
estimate of the total number of schools, there will appear to be
10,800 students of Hindoo learning throughout Bengal. The
total number of teachers and students of Hindoo learning will
thus be 12,600; and this number is exclusive of a large class of
individuals who, after having received instruction in a school of
learning, and become in the technical sense of the term Pundits
or learned men, from various causes decline to engage in the
profession of teaching. If further inquiry should show that the
lowest estimate, which is that I have assumed, is one-half in
excels of the truth, there will still remain a large and influential
tilass of men who either have received or are engaged in giving
and receiving a Hindoo collegiate education.
The Hindoo colleges or schools in which the higher branches
of Hindoo learning are taught are generally built of clay. Some-
times three or five rooms are erected, and in others nine or
eleven, with a reading-room which is also of clay. These huts
are frequently erected at the expense of the teacher, who not
only solicits alms to raise the building, but also to feed bi0
3~-1836B
18
STATE OF EDUCATION IN BENGAL
pupils. In some cases rent is paid for the ground; but the
ground is commonly, and in particular instances both the ground
and the expenses of the building are, a gift. After a school-
room and lodging-rooms have been thus built, to secure the suc-
cess of the school, the teacher invites a few 'Brahmans and res-
pectable inhabitants to an entertainnient, at the close of which
the Brahmans are dismissed with some trifling presents. If the
teacher finds a difficulty in obtaining scholars, he begips the
college with a few junior relatives, and by instructing! them
and distinguishing himself in the dis])iitations that take\ place
on public occasions, he establishes his reputation. The pchool
opens early every morning by the teacher and pupils asseriibling
in the open reading-room, when the different classes retj^d in
turns. Study is continued till towards mid-day, after which
three hours are devoted to bathing, worshij), eating, and sleep;
and at three they resume their studies wdiich are continued till
twilight. Nearly two liours are then devoted to evening- wor-
ship, eating, smoking, and relaxation, and the studies are
again resumed and continued till ten or eleven at night. The
evening studies consist of a revision of the lessons already
learned, in order that what the j)upils have read may be im-
pressed more distinctly on the memory. These studies are fre-
quently pursued, especially by the students of logic, till two or
three o’clock in the morning.
There are three kinds of colleges in Bengal — one in which
chiefly grammar, general literature, and rhetoric, and occasion-
ally the great mytliological poems and law are taught; a second,
in which chiefly law and sometimes the mythological poems
are studied; and a third, in wffiich logic is made the principal
object of attention. In all these colleges select works are read
and their meaning explained; but instruction is not conveyed
in the form of lectures. In the first class of colleges, the
pupils repeat assigned lessons from the grammar used in each
college, and the teacher communicates the meaning of the
lessons after they have been committed to memory. In the
others the pupils are divided into classes according to their pro-
gress. The pupils of each class having one or more books
before them, seat themselves in the presence of the teacher,
when the best reader of the class reads aloud, and the teacher
gives the meaning as often as asked, and thus they proceed
STATE OF EDUCATION IN BENGAL
19
from day to day till the work is completed. The study of
grammar is pursued during two, three, or six years, and where
the work of Panini is studied, not less than ten, and sometimes
twelve, years are devoted to it. As soon as a student has ob-
tained such a knowledge of grammar as to be able to read
and understand a poem, a Jaw book, or a work on philosophy,
lie may commence this course of reading also, and carry on
at the same time the remainder of his grammar-studies. Those
who study law or logic continue reading either at one college or
another for six, eight, or even ten, years. When a person has
obtained all the knowledge possessed by one teacher, he makes
some res])ectful excuse to his guide and avails himself of the
instructions of another. Mr. Ward, from whom many of the
])receding details have been copied, estimates that “ amongst
one hundred thousand Brahmans, there may be one thousand
who learn the grammar of the Sunskritu, of whom four or five
hundred may read some parts of the kavyu (or poetical litera-
ture), and fifty some parts of tliQ nlunharu (or rhetorical) shas-
tras. Four hundred of this thousand may read some of the
i^nnriti (or law works); but not more than ten any part of the
tuntrus (or the mystical and magical treatises of modern Hin-
duism). Three hundred may study the nyayu (or logic), but
only five or six the meemangsu, (explanatory of the ritual of
the veds), the sunkhyu (a system of philosO])hical materialism)
the vedantu (illustrative of the spiritual portions of the veds),
the patunjulu (a system of philosophical ascetism), the vaishe-
sliilca (a system of philosophical anti-materialism), or the veda
(the most ancient and sacred writings of Hindoos). Ten per-
sons in this number of Brahmans may become learned in the
astronomical shastras, while ten more understand these very
imperfectly. Fifty of this thousand may read the shree
bhaguvutu, and some of the pooranus/’ At the present day
probably the alankar shastras and the tantras are more studied
than is here represented. The astronomical works also received
more attention. The colleges are invariably closed and all study
suspended on the eighth day of the waxing or waning of the
moon; on the day in which it may happen to thunder; when-
ever a person or an animal passes between the teacher and the
pupil while reading; when an honorable person arrives, or a
guest; at the festival of Saraswati during three days; in some
‘20 STATE OF EDUCATION IN BENGAL
parts during the whole of the rainy season, or at least during
two months which include the Doorga, the Kali, and other
festivals; and at many other times. When a student is about
to commence the study of law or of logic, his fellow students,
with the concurrence and approbation of the teacher, bestow
on him an honorary title descrii)tive of the nature of his pur-
suit, and always differing from any title enjoyed by any of his
learned ancestors. In some parts of the country, the /title is
bestowed by an assembly of Pundits convened for the purpose;
and in others the assembly is held in the presence of a Vaja or
zemindar who may be desirous of encouraging learning and
who at the same time bestows a dress of honor on the student
and places a mark on his forehead. When the student finally
leaves college and enters on the business of life, he is com-
monly addressed by that title.
The means employed by the Maliomedan population of
Bengal to preserve the appropriate learning of their faith and
race are less systematic and organized than those adopted by
the Hindoos; and to whatever extent they may exist, less en-
quiry has been made and less information is possessed respect-
ing them. It is believed, however, that, in the Lower as well
as the Western Provinces, there are many private Mahomedan
schools begun and conducted by individuals of studious habits
who have made the cultivation of letters the chief occupation
of their lives, and by whom the profession of learning is followed,
not merely as a means of livelihood, but as a meritorious work
productive of moral and religious benefit to themselves and
their fellow creatures. Few, accordingly, give instruction for
any stipulated pecuniary remuneration, and what they may
receive is both tendered and accepted as an interchange of
kindness and civility between the master and his disciple. The
number of those who thus resort to the private instructions of
masters is not great. Their attendance and application are
guided by the mutual convenience and inclination of both
parties, neither of whom is placed under any system nor parti-
cular rule of conduct. The success and progress of the scholar
depend entirely on his own assiduity. The least dispute or dis-
agreement puts an end to study, no check being imposed on
either party, and no tie subsisting between them beyond that of
casual reciprocal advantages which a thousand accidents may
STATB OT BDUOATION IN BENGAL
21 '
weaken or dissolve. The number of pupils seldom exceeds six.
They are sometimes permanent residents under the roof of
their masters, and in other instances live in their own families;
and in the former case, if Miisalrnans, they are supported at
the teacher’s expense. In return, they are reqtttfed to carry
messages, buy articles in the bazar, and perform menial ser-
vices in the house. The scholars in consequence often change
their teachers, learning the alphabet and the other introduc-
lory ])arts of the Persian language of one, the Pandnemeh of a
second, the Gulintan of a third, and so on from one place to
another, till they are able to write a tolerable letter and think
they have learned enough to assume the title of Munshi, when
they look out for some permanent means of subsistence as
hangers-on at the Company’s Courts. The chief aim is the at-
tainment of such a j)roficiency in the Persian language as may
enable the student to earn a livelihood; but not, imfrequently,
the Arabic is also studied, its grammar, literature, theology
and law. A proper estimate of such a desultory and capricious
mode of education is impossible
The number of institutions of Hindoo learning, now exist-
ing in Calcutta and the Twenty-four Pergunnahs, is not accu-
rately known. Mr. Ward in his work published in 1818 enu-
merates 28 schools of Hindoo learning in Calcutta, naming the
tcaclier of each school, the quarter of the city in which the
scliool was situated, and the number of students receiving
instruction. These institutions are also mentioned as only
some amongst others to be found in Calcutta. The nyaya and
smriii shasiras chiefly were taught in them; and the total num-
ber of scholars belonging to the colleges actually enumerated
was 173, of whom not less than three, and not more than
fifteen, received the instructions of the same teacher. The
enumeration to which 1 refer is subjoined in Mr. Ward’s
words : —
‘‘ The following among other colleges are found in Calcutta;
and in these the nay ay a and smriii shastras are principally
taught: — Umuntu-Rainu-Vidya-Vageeshu, of Hati-Bagan,
fifteen students. — Ramu-Koomaru-Turkalunkaru, of ditto, eight
students. — Itamu-Toshunu-Vidylunkaru, of ditto, eight ditto.
Harnu-Hoolalu-Chooramunee, of ditto, five ditto. — Gouru^
Muuee-Nyayalunkaru of ditto, four ditto. — Kashee-Nathuy
STATE OF EDUCATION IN BENGAL
Turku-VageesHu, of Ghnahalu-Bagan, six ditto. — Eamu-Shevu-
ku-Vidya-Vageoshu, of Shihdarcr-Bagan, four ditto. — ^Mrityoou
juyu-Vidyalunkaru, of Bag- Bazar, fifteen ditto. — Eamu-Kisho-
ru-Turku-Ghooramunee, of ditto, six ditto. — Eamu-KoomarU‘
Shiromunee, of ditto, four ditto. — Juyu-Narayunu-Turku-Puncha-
nun, of Talar-Bagan, five ditto. — Shumbhoo-Vachusputee, of
ditto, six ditto. — Si\ ii-Eaimi-Nyayu-Vageeshu, of LaJ-Bagan,
ten ditto. — Gouru-Mohunu-Vidya-Bhooshunu, of ditt^, four
ditto. — Huree-Prusadu-Thiirku-Punchanunu, of Hatti\Bagan,
four ditto. — Eamii -Narayunu -Turku -Piinchanunu, of
five ditto. — EaiTiu-Hurce-Vidya-Bhooshun, of Hurcc-^^ukcc-
Bagan, six ditto. — Kumula-Kantu-Vidyalunkaru, of Am-
koolcc, six ditto. — Giovnidii-Tiirkii-Punchanunu, of ditto,' five
ditto. — Peetarnbiiru-Nyavu-Bhooshunu, of ditto, five ditto. —
Parvutce-Turku-Blioosluinii, of T*hunV-hvniya, four ditto. —
Kashee-Nathu-Turkalunkaru, of ditto, three ditto. — Eamu-
Nathu- Vachusputee, of ShimiJa, nine ditto. — Eainu-Tuuoo-Tur-
ku-Siddhantu, of Mulunga, six ditto. — Eamu-Tunoo-Vidya-
Vageeshu, of Sobha-Bazar, five ditto. — Eamu-Kooniaru-Turku-
Punchanunu, of Veerupara, five ditto. — Kalee-Dasu-Vidya-Va-
geeshu, of Italec, five ditto. — Eamu-Dhunu-Turku-Vageesliu, of
Shimila, five ditto.'’
Hamilton states that in 1801 there were within the limits
of the Twenty-four Pergunnahs, and as I suppose must be un-
derstood beyond the limits of the town of Calcutta, 190 semi-
naries in w.hich Hindoo law, grammar, and metaphysics were
taught. These institutions are stated to have been maintained
by the voluntary contributions of opulent Hindoos and the pro-
duce of charity lands, the total annual expense being
Eupees 19,500. No details are given, but it may be inferred,
although it is not expressly mentioned, that the statement rests
on the authority of official documents. No cause has been in
operation in the intermediate period to render it probable that
the number of such seminaries within this district has since then
been materially diminished. Mr. Ward nieiitions that at Juyu-
nuguT and Mujilee Pooru seventeen or eighteen similar schools
were found, and at Andoolee ten or twelve, these villages, ac-
cording to my information, being within the limits of the dis-
trict; but it is probable that they arc included in the more com-
preheusive enumeration mentioned by Hamilton.
STATE OF EOnCATION TN BENGAL
23
I do not find any account on record of any private institu-
tions for the promotion of Mahornedan learning either in Cal-
cutta or in the surrounding district. Hamilton states that in
1801 there was one, and but one, madrasa or college for instruc-
tion in Mahoniedan law, but he does not mention its particular
locality, and it is not improbable that he refers to the institution
endowed by Warren Hastings, and now under the superinten-
dence of the General Committee of Public Instruction. There
can be no doubt, however, that in this as well as in other dis-
tricts of Bengal in which we have no authentic account of the
state of Mahornedan learning, that loose system of private
tuition already described prevails to a greater or less extent.
English Colleges and Schools . — Under this description it is
intended to include all those institutions, both of a higher and
a lower grade, one of whose principal objects is to teach the
English language, and through that medium European science
and literature. These institutions may be distributed into five
clashes :
) The first class of English institutions consists of those
which have originated exclusively or chiefly with Europeans,
and whose avowed object is the improvement of the Native
population.
Among institutions of this ciass, Bishop’s college first at-
tracts attention, so called after the first Indian bishop of the
church of England, Dr. Middleton, in consequence of whose
urgent representations the Incorporated Society for the Propa-
gation of the Gospel in Foreign Parts in 1819 agreed to found
it. The declared objects of this institution are to instruct Native
juid other youth in the doctrine and discipline of Cdirist’s church,
m order to their becoming preachers, catechists, and school-
masters ; to extend the benefits of edut*ation generally ; to tran-
slate the scriptures, liturgy, and other religious works; and to
tbrm a residence for European missionaries on their arrival in
India — objects so extensive and philanthropic, independent of
the general salutary influence of every institution of education
whether conducted on religious principles or only for moral,
^•’cientific and literary purposes, as to bring it directly within the
scope of this report. Bishop’s college, as declared by the
statutes, was primarily founded for the maintenance of a principal
and two subordinate professors, and for as many students and
24
STATE OF EDUCATION IN BENOATi
prc^ationers as may be required for the service of the missions
and can be maintained by the funds of the institution. The
C5ollege-property and the ultimate authority in the government
^ and control of the college are vested in the Incorporated Sodety.
^I'he BiRhoj) of (Calcutta for the time being is the visitor of the
college, with various powers of supervision and direction subject
to confirmation by the Society. The ordinary government of
the college is in the college-council, consisting of the principal
and the two other professors who always reside within the College.
Ail the professorships are in the appointment of the Incorporated
Society. The principal is chiefly charged with the superin-
tendence of the morals and conduct of the students; the ^cond
professor acts as the secretary to the college - council \ and
librarian of the college-library; and the third professor undertakes
the duties of the college -bursar and reports on the state of the
college-buildings and grounds. The second and third professors
may interchange the duties respectively assigned to them.
The studies prosecuted within the college are theology with the
Hebrew, Greek, and Latin languages as subsidiary to it; history,
both ancient and modern, ecclesiastical and civil; the elements
of philosophical and mathematical knowledge; and divers
oriental languages, together with the English language to be
taught to all the native students. The Incorporated Society has
founded and endowed twenty theological scholarships; and
scholarships may be founded and endowed on a benefaction of
sicca rupee not less than 8,(K)0 with a reserved right to the founder
of nominating the first scholar on every such foundation; and on
a benefaction of not less than 15,000 sicca rupees, with a perpe-
tual right reserved of nominating to such scholarships. Non-
foundation students are also admitted, provision being made for
their education by those who send them. The students, whether
on the foundation or not, are required by the statutes to be
Christian youths, who have been well-grounded and instructed
in the principles of the united church of England and Ireland,
and they may be either of European, or of mixed, or of wholly
Native race. The ordinary age of admission to the college is
fourteen, and the residence of the students in college is cloEOd
at the completion of their nineteenth year. In addition to
various certificates and statements regarding the age, health,
dispositions, and abilities of the candidate, it wae originally
STATE OF EDUCATION IN BENGAL
2S
required that his father, nearest relative, or guardian should
pledge him to becsome a missionary or school-master in the '
Society’s service, but by an arrangenieiit authorized in 1829,
non-foundation students may now be admitted without the
declaration. The non -foundation or general students are required
to pay each for diet, roonj-rent, and tuition sixty-four sicca rupees
monthly in advance. The admission of general students was
recommended by Bishop Heber, and with that view the Society
was induced to enlarge the college-buildings. When the build-
ings were completed, some mortification was at first experienced
'll finding that the expectations entertained by Bishop Hebei
and others were not realized; but after the expiration of a year
or two it would appear that several non-foundation students had
been admitted for the purposes of general education. The
circumstances of the country, however, do not supply a constant
succession of such students, although it is believed by the friends
of the college that it will be otherwise as colonization advances.
A further and more important step in opening the college, one
which, though announced in Bishop Middleton’s first letter on
the subject as the second object proposed in the foundation, has
never yet been taken, is the admission of aboriginal natives of
India who are not (Uiristians to literary and scientific instruction
in the college under the same rules as other students, with the
exception of those respecting hall and chapel. The principal of
the college, in a minute recorded in the proceedings of the college-
council under date 27th August, 1BB2, expressed the opinion
that the time for taking this step was not far distant. An
annual examination In tlie (‘oll(‘g(^ hall takes place on the 14th
day of December in every year, and an annual commemoration
of founders and benefactors in the college-chapel on the 21st day
of January. Scholars after having completed the term of their
education are employed as catechists at missionary stations, and
the catechists of the Incorporated Society on having attained
the age of twenty-two years and six months and having forwarded
the requisite testimonials are re-admitted into the college under
the name of probationers. They remain until ordained deacons,
and being so ordained they continue in the college until they are
licensed by the bishop, and repair to the stations respectively
assigned to them in the character and with the salary of mission-
aries. European missionaries of the Incorporated Society
♦ 4r-J326B
26
RTATK OF EDUCATION IN BENGAL
intended to be employed within the diocese of Calcutta, if required
by the Society, on their first arrival in India proceed to the
college and there remain in the study of the Native languages
There is a press at the college, the superintendence of which is
•until especially appointed by the visitor to a missionary station,
in the college-council, and the selection of works to be printed
is confined to the ordinary and extraordinary syndicate. The
ordinary syndicate is composed of the visitor, the Archdeacon of
Calcutta, the college-council, and three persons to be nominated
by the visitor for the year; the syndicate extraordinary is Com-
posed of the ordinary syndicate with the addition of such other
persons as the visitor may from time to time nominate, bwng
deeply skilled in some one ai. least of the Native languages pro-
fessed in the college, and known to be solicitous to promote ihe
objects for which the college-press is established. Such persons
are called associate syndics, and are designated by the language
or languages in which their aid may be solicited.
The following is a view of the resources of the institution.
When the attention of the Incorporated Society was first drawn
to the subject, they procured from His Majesty a royal letter
recommending the subscriptions of his subjects to aid the object
of the Society, and of the fund thus collected the Society imme-
diately devoted £5,000 to the building and erection of the college.
The Society for promoting Christian Knowledge agreed shortly
after to add another sum of £5,000 in aid of the building, and the
Church Missionary Society added another €5,000. The Marquis
of Hastings, Govern or- General of India, at the request of Bishop
Middleton, presented sixty- two beeghas of ground from the
eastern extremity of the Company's botanical garden for the
building and demesnes of the College, of which the first stone
was accordingly laid in December, 1820. The demesnes were
further increased at their eastern boundary by the free gift of
a piece of ground on the banks of the Hooghly by Sir Charles
Metcalfe. The British and Foreign Bible Society agreed to aid
the purposes of the foundation in the department of scriptural
translation by assigning a sum of £5,000 to the college for that
special purpose. The Church Missionary Society also agreed
to assist the Incorporated Society in defraying the current
expenses of the institution by an annual sum of £1,000. Bishop
Middleton presented a suip of £600 for the fitting up
STATE OF EDUCATION IN BENGAL
27
and embellishment of the college-chapel, and bequeathed
500 volumes to the college -library; and his widow added
the gift of communion -plate for the sacramental service of
the college and a tablet to the memory of the deceased founder
with ail inscription written by liiniself. The Incorporated
Society in first sending out books for the library were aided by
a gift from the University of Oxford of all the works printed at
the Clarendon press; and the same gift was increased by dona-
tions of some thousand books, printed and manuscript, from
Principal Mill and other individuals in India as well as England.
In June, 1826, the District Committee of the Incorporated
Society formed in Bombay by Bishop Heber, at the special
instance and persuasion of archdeacon Barnes, agreed to devote
their whole first year’s receipt to the support of Bishop’s college.
The same appropriation was likewise voted by the Diocesan Com-
mittee of Calcutta formed at the end of the same year, and
also by the Madras District Committee in 1826. Lord Amherst,
Covernor-General of India, at the special request of Bishop
Heber in 1826, assigned a further space of forty-eight beeghas on
the western side of the road and on the bank of the Hooghly, to
be separated from the botanical garden for the further demesnes
and out-ofiices of the college. The University of Cambridge, by
a vote of the senate in 1826, agreed that copies of all works
printed at their presses should be i)resented to the library of
Bishop's college, and the same gift was increased by several
contributions made at the instance chiefly of the Kevd. W.
Mandell, fellow of Queen’s college, among the residents of the
university. In 1830, Bishop Turner erected at his own expense
a tablet to the memory of Bishop Heber, similar to the opposite
monument of Bishop Middleton. James Young, Esq., in 1832,
presented an organ to the college -chapel. In the foundation of
scholarships, the Society for Promoting Christian Knowledge
took the lead by funding a sum of I>6,000 in India Government
stock, for the support of six scholars to be denominated Bishop
Middleton’s scholars. The same Society also, after hearing of
the death of Bishop Middleton’s successor, funded £2,000 in the
same stock for two foi'eign ecclesiastical scholarships to bear the
name of Heber’s foreign tlieological schohu^ships, to be filled as
occasion offers from the ancient episcopal churches of Asia not
acknowledging the supremacy of the’ see of B(Hne. The Church
26
STATE OF EDUCATION IN BENGAL
Missionary Society also funded a sum of £3,000 in the same
stock for the endowujent of two scholarships in the college, with
the right of perpetual nomination to them. The Incorporated
Society has also received, by the will of the late Lord Powers-
court, a sum of nearly £1,000 for the endowment of a theological
Bcholarsrip. The surplus of the subscription at Bombay for the
erection of a monument to Bishop Heber, has been funded as
an endowment for a theological scholarship from that presidency,
of which the perpetual nomination resides in the Committee of
the lncorf)orate(l Society iji the archdeaconry of Bombay. * Tlie
Incorporated Society with its own funds also supports \four
separate scholarships, the expenses of which are remitted to
India. Lastly and principally, the late James Tillard, Esq.’^ of
Street End, Patham, in the county of Kent, bequeathed a sbm
of £30,000 for the support of Bishop's college.
None of the subscriptions received in India are employed to
defray the expences of the college: all are devoted to the
missions and schools under the direction of the Calcutta Diocesan
Committee of the incorporated Society, the college 8Up])lyiiig
catechists and missionaries to the several niissionary station!;
both in Bengal and at the Madras presidency. The college-
council does not publish reports of its proceedings in India; but
it reports periodically to the incorporated Society in England,
and part of the communications thus made appear in the annual
reports of the Society. A full and detailed account of Bishop's
college docs not appear to have been hithert-o published by the
Incorporated Society which possesses the materials for such a
statement, probably because that Society does not solicit subs-
criptions for Bishop’s college separately, but for its India missions
generally as distinguished from its operations in British Ame;:ioa.
The preceding details have been chiefly drawn from the college-
statutes, the conimemoration of benefactors, and the reports and
proceedings of the Incorporated Society. The system of instruc-
tion appears to be in the main that of English collegiate educa-
tion; with auch modifications (especially, as. I am informed, in
the classical part) as may best suit the circumstances of those
who are to teach Christianity in a country not Christian, and
to whom, therefore, poets and orators, though not useless, are
dieemed a less important object of concern than those writings
which exhibit the chief moral and intellectual features of Greek
&TAtB OF EDUCATION IN BENGAL
29
find Roman literature. When all three professore are present,
the principal gives none but strictly theological lectures, i.e.,
on divinity, the critical study of the scriptures, with Hebrew
and ecclesiastical history for the more advanced students. But
m circumstances such as now exist when the junior professor is
under the necessity of proceeding to England on account of his
health, the principal further shares with the remaining professor
the duty of giving classical and niutheniatical lectures. A
iiiaulavi and a iriunshi are employed to teach Hindustani; and
sometimes, but more rarely, Persian and Arabic, viz., in those
cases in which the future intercourse with Mahomedans may
unite with the importance of the latter language to the critical
knowledge of the Old Testament, to make that study desirable
lor any particular student. Three pundits are employed to teach
Bengalee to the students destined for Bengal and the catechists
and missionaries of the stations in the vicinity, as well as to
teach Sanscrit to those whose advancement in other knowledge
makes it important that they should possess this means of ex-
ploring Hindooism in its sources, which is the case with all the
aboriginal Native students and also with those destined for the
south of India. Means do not exist in the. college of teaching
the vernacular languages of the hitter classes of students, except
by the occasional aid of some older students from Madras. The
services of the native teachers are also available by the European
I)rofessors for the other purposes for which the college was
founded. On the subject of the instruction given to the students,
the Native teachers report daily to the principal what they have
done. The results form equally with the subjects of the
European professors’ lectures matter for occasional examination
in the college hall at which the visitor often presides.
The scholarships are sixteen in all, viz., four supported by
the Incorporated Society, six Middleton scholarships, two Heber
foreign theological scholarships, two Church Missionary Society
scholarships, one Powers-court scholarship, and one Bombay
Heber scholarship. Of the ten first mentioned, eight are now
filled, and two are expected to be filled from Ceylon. The six
Middleton scholarships are mostly filled by students destined for
the south of India. Of the remaining scholarships, four are filled
uud two are vacant, vi«., the Bombay Heber scholarship, the
Nominee to which though expected is not yet arrived, and one
80
BtATB OF BDUCAtlOl^ IN BEINGAL
of the Heber theological scholarships. The other Heber scholar-
ship is filled by an Armenian youth. Thus of the sixteen scholar-
ships, twelve are filled, and of the four now vacant, three are
expected to be soon filled.
I have recorded these details respecting Bishop’s college at
some length, partly because the information thus collected is
not generally possessed; partly because one of the declared
objects of the institution is to train schoolmasters and to extend
the benefits of education generally; and partly in the anticipa-
tion that, apart from its primary religious objects, it w^, both
by the indirect operation of its example and infiuence Wid by
the actual admission of non-Ciiristian students, produce very
beneficial effects on the morals and intellect, the scient?e and
learning, of the country. \
In connection with the Calcutta Diocesan Committee of the
Incorporated Society, on the premises of the Tolly gunge or
Itussapughlah mission there is an English school which appears
to have been at one time in prosperous condition, containing
fifty-two scholars, but a dreadful mortality swept many of them
away. No less than sixteen died, while the parents of many
of the others kept back their children through fear, as they had
to come from a considerable distance. The school having been
re-organized, twenty-five boys were in attendance, and at the
date of the last report (1834) additions were daily made. It is
also mentioned in the report of this committee that two grand-
sons of a zemindar at Barripore had received instruction in
English from one of the missionaries.
The Calcutta Corresponding Committee of the Church
Missionary Society has an English school on the mission-premises
in Calcutta containing about 200 boys. It is carried on by
Native teachers under the superintendence of a Native convert,
who was educated at the Hindoo college, has become a catechist
of the Society, and is an admitted candidate for holy orders.
Beading, writing, grammar, geography, history, and astronomy
are taught. Prominence is given to religious instruction and
occasion is taken to include sentiments intended to serve as an
antidote to the poison of politicBi enthusiasm alleged by the
head-teacher to be prevalent in this country. This is the oniy
instance with which i am acquainted of a Native school being
made the theatre of instruction in pohtical partisanship. Lately
STATE OF EDUCATION IN BBNGAIi
HI
u beginning has been made to teach Bengalee to the boys of
the first class; and the assistant- teachers during a leisure hour
every day have the advantage of attending lectures delivered by
M misfiionary on the philosophy of the human mind.
The Church Missionary Association does not appear to have
any separate English school under its c*are, but in the latest
report (1835), it is stated that at the annual meeting which took
place on the 18th February, 1834, the following resolution was
passed, “ that it be an instruction to the committee, that
they endeavour to devise a plan for the education and preparation
of schoolmasters to meet the calls of the out-stations for instru-
ments of English education.** This subject has accordingly
been considered, and a course of instruction for bringing up
Native teachers has been adopted, but there' has not been time
as yet for any particular result to attend the experiment.
The most prominent and popular English school in Calcutta
among those that belong to the class I am now noticing, is the
one in connection with the mission of the General Assembly
! of the cnurch of Scotland. This institution does not publish
I periodical reports in India, and the following details have in
consequence been chiefly drawn from magazine and newspaper
articles. In 1823 the subject of Native education in India appears
[to have been first brought before the General Assembly in a
memorial from the Reverend T)r. Bryce and the gentlemen then
forming the kirk session of St. Andrew *s Church of Calcutta,
and the funds appropriated to this object had their origin in
public subscription made at Calcutta, under the superintendence
of the session, simultaneously with collections made in the
different parishes in Scotland at the recommendation of the
freneral Assembly. The institution has hitherto been main-
tained by the same means.
The number now under instruction at the school is not less
than five hundred and fifty; and were the funds sufficient and
the accommodation possessed by the institution more extensive,
this number might be greatly enlarged. The branches of learn-
ing taught in this department of the school comprehend English
?:rammar, reading, and arithmetic, geography political and
physical, elementary mathematics including algebra and the
iifie of logarithms, translation and composition in English and
Bengalee, a brief survey of history ancient and modem, the
32
Sl<Ate OF EDOCATION IN BENGAL
Bible, and a comprehensive outline of the evidences and leadin^^
doctrines of Christianity. The conductors of the institution
deem it essential to keep steadily in view the promotion of
knowledge and the spread of education on Christian principles.
^rhe inodes of tuition and discipline introduced into this
seminary are those which wore employed and, as far I am aware,
first reduced to a system by Mr. Wood in the sessional school of
Edinburgh. It is called the interrogative system, and consists
in keeping up the spirit and attention of the scholars by a conti-
nual succession of questions and familiar examples, varied in
every possible way likely to interest and amuse them land to
engage their minds in their w^ork. Particular care is taken that
in’ the course of reading the pupils not only give the raleaning
in which a word is used, but trace it to its origin and mention
as many of its compounds as they can recollect. No class is
left idle for a moment, and to effect this object the lower classes
are chiefly taught by the boys of the first class, who are relieved
when they have to attend to their own lessons by the boys of
the Second, while all are under the constant superintendence
and o<icasional examination, repeated several times every day, of
the European head-teachers who also have several assistant-
teachers under them. At the close of the day, the place which
each boy C3k5cupies in his class is marked in a list, where an
account is also kept of all those who have been absent and late,
so that to determine each boy*s comparative place nothing
further is necessary than to look at the lists of the last year, and
in this way the prizes are decided. On every Saturday there is
a general examination of the boys in all they have done during
the week, arid at the end of every month a certain number of
questions on the month's work in all its branches is written out
and asked of each boy apart from the rest. These questions are
indiscriminately selected and not by the person who teaches the
department to which they relate, the teachers putting them
alternately. The effect of this system in awakening and guiding
the mind to the fit exercise of its intellectual powers and moral
capacities, is found abundantly to answer the expectations of
those who have adopted it.
Besides this elementary department there is to be attached
to the institution a branch, having in view the higher object of
qualifying native youth to become the instructors of their
63
STATE OF EDUOATION m tWOekli
countrymen. The presbytery of Calcutta, recently constituted,
have been invested with various powers relating to the Natives
who seek to be employed in that capacity under the authority
of the church of Scotland. It belongs to that body to prescribe
the qualifications, literary and theological, required in such
cases, and they are authorized to deprive a native preacher or
teacher acting or believing wrongly of his license and station in
tlie church, without reference or appeal to the superior judica-
tories.
An extension of this institution is proposed to be effected
by admitting into it Native youth from other Christian seminaries,
with a view to their being qualified to act in the capacity of
teachers and religious instructors of their countrymen, under
the superintendence and authority of the religious denominations
to which they adhere. To meet demands also for non-Christian
teachers it is proposed to offer the advantages of the institution
io those Native youth who may desire to qualify themselves for
becoming instructors of their countrymen in general knowledge,
without reference to any profession of belief in the doctrines of
Christianity. All the arrangements for the enlargement of the
objects and operations of the Assembly’s school are at present,
it is understood, only under consideration; but even with its
original limited scope it must be pronounced one of the best
managed and most successful English native schools in India.
At Kidderpore the Bengal Auxiliary Missionary Society in
connection vsdth the London Missionary Society has an English
school containing 60 pupils; and in connection with this mission
there is a Native Christian boarding school at Alipore, in which
only Christian children, i.e., the male children of Native converts,
are admitted, and in which they are boarded and lodged as well
as instructed in English and Bengalee. In November, 18B3, the
latter institution was opened with 24 scholars; but in the latest
report (1835) the number of scholars is not mentioned. In
Bengalee the pupils are instructed in scripture, history and
geography, besides English reading, writing and arithmetic.
Their improvement in moral feeling and virtuous sentiments is
stated to be remarkable.
The Calcutta Baptist Missionary Society has at Chitpore a
Hindoo English school containing 120 scholars, and a Native
Christian boarding-school for boys similar to that above-
5->-1826B
34*
STATE OF EDUCATION IN BENGAL
mentioned as existing at Alipore. The number of pupils in the
boarding-school is not mentioned. In these boarding-schools it
is not to be understood that the pupils or their parents pay their
board, but that board, as well as education, is given gratuitously;
and this additional expense is incurred in the hope that the minds
and characters of the children may be brought more completely
under the influence of religious instruction and good examjflc.
In the English school, English only is taught, while in the
boarding-school the children learn both Bengalee and English.
In the former, geography, natural philosophy, and the evidences
of divine revelation are taught; and in the latter, the instri\ction
is still more thoroughly Christian. \
One of the objects of the Calcutta School Society wa$ to
provide a body of qualified Native teachers and translators; and
in pursuance of this object the Committee at first sent twenty
boys, considered to be of j)romising abilities, to the Hindoo
College, to be educated at the Society’s charge; and subsequently
ten others were added There are thus always thirty scholars at
the Hindoo College receiving an English education at the expense
of the School Society; and the selection of pupils, to fill the
vacancies which occur from time to time, affords considerable
encouragement to the boys in the indigenous schools. In 1829
three of the young men who had received their education at the
Hindoo College at the expense of tlie School Society, on leaving
the college, were engaged as English teachers in the Society's
own school for which they were eminently qualified, and others
have obtained respectable employment in Calcutta. The
Society’s scholars are said to rank among the brightest ornaments
of the college.
In prosecution of the same views the Committee of the
School Society in 1823 established an elementary English school,
entirely under its own management, to teach reading, writing,
spelling, grammar and arithmetic, the vacancies in which arc
filled by pupils selected from the indigenous schools for their
proficiency; and those again who afterwards prove themselves
particularly deserving are in due course removed for superior
education to the Hindoo College to which this elementary school
is intended to be preparatory. It was hoped that this school
would excite the emulation of the Native boys, and that by
raising the lualifications for admission, and thus inducing
STATE OF EDUCATION IN BENGAL
B5
parents to keep their children longer than usual at the indigenous
schools, it would have the effect of increasing the emoluments
and respectability of the Native teachers. This object appears
to have been in some measure attained, for in the report of 1829
it is expressly stated that several instances have come to the
knowledge of the Society’s superintendence, in which the observ
ance of the rules of admission has afforded considerable advantage
to the Native teachers of the indigenous schools, by encouraging
the boys to remain longer with them and thereby increasing
tlieir emohniieiits Jn the above-mentioned year the school
contained about 120 boys who, besides the usual elements of
reading, writing, spelling and arithmetic, acquired a considerabife
knowledge of the English language and its grammatical con-
struction, (iould translate with some degree of correctness, had
a good acquaintance with Grecian, Eoman, and English history,
and with the leading facts of geograjdiy, together with the
political divisions of Europe and Asia. It was at that time
deemed expedient to improve the means of instruction by employ-
ing a greatea* nunil)(‘r of (jualiiic'd teachers and allowing a larger
supply of valuable books and materials, in order to keep pace
with the acquirements of the students.
Attached to the Society’s Bengalee school at Arpuly already
noticed was an English school, the pupils being selected from
the OIK', to learn English in the other as a reward for their
diligence. In 1829 there were ninety -three boys learning English
in this school, from which promotions were occasionally made
to the Society’s other English school, and sometimes to the
Hindoo College; but this school was discontinued in 1833, at the
same time with the Bengalee' school at Arpuly, and for the
sam^reasons.
The English institutions that have been hitherto
enumerated are those which, after the Hindoo College, have
principally contributed to create that desire to acquire a know-
ledge of the English language which prevails in this district, and
more especially in Calcutta. They however by no means fully
satisfy the desire they have produced, and to supply their defects
a second classi of English schools is arising amongst us, originat-
ing with the Natives and deriving resources exclusively from
them. Perhaps the most zealous friends of English education
in this country are not aware of all the efforts and sacrifices of
86
STATE OE EDUCATION IN BBNOAL
the natives themselves to provide their children and their country-
men with English instruction. This class of schools may be
subdivided into those that are pay-schools, and those in which
the instruction is gratuitous.
The first English school of this kind is situated at Bhowani-
pore, and is called the Union school, in consequence of its having
been formed by the union of two such schools respectively
established at Bhowanipore and Kidderpore. They were estab-
lished without any corumunicatioii with Europeans byj Native
gentJemeii foi’ Ihe insl.i-uetiun of Hindoo children in English,
and were at first supported by voluntary subscription. An May,
1829, they were placed upon an improved footing; and (in the
management of them Europeans find Natives were thep first
associated. They were opened to pay -scholars, and the Calcutta
ISchool Society made them a monthly grant towards their
support; but that resource not proving adequate to their wants,
they applied to the General Committee of Public Instruction for
assistance. Their immediate wants extended only to about 600
rupees for the necessary school -f urniture ; but the General Com-
mittee placed 1,()()0 rupt‘es at the disposal of the School Society
for the use of each school considering it to be “ a great object
to establish schools of this description which might in time serve
as preparatory steps to the Hindoo College, and relieve that
institution of part of the duty of elementary tuition/' The
united school is supported partly by public subscriptions and
partly by the fees of the scholars, of whom there are at present
about 150. This is a day-school, instruction being given every
day of the week from ten to three except on Sundays.
Another English school of this description is situated at
iSimliya, and lias about 70 scholars. It is exclusively a pay-
school, having no other resources except the fees paid by the
scholars. There are three teachers, one Englishman and tWo
Hindoos.
A third school of this kind is situated in Upper Circular
Hoadf and has 30 or 40 scholars. It is a pay-school, and the
proprietor is a Cdirislian, who supports himself by teaching.
A fourth pay-school is situated in Burra Bazar, and has 80
or 40 scholars taught by a Native.
The most popular school of this description is situated at
bobka Bazar and has about 300 scholars. The proprietors sire a
StATE oiF Bt>tJOAl’ION IK BtSKOAL 07
Christian and a Native, who employ several assistant-teachers
under them. This is also a pay-school, and the charge is four
rupees per ihonth for each scholar. In some the charge is three
rupees per month, and in others it is not more than two rupees.
'Besides these pay-schools, there are Native free-schools for
the gratuitous instruction of Native youth in English, supported
eitlicr by public subscription or private benevolence.
The principal one of these is called the Hindoo Free School,
and is situated at Arpooly. It has five Hindoo teachers who
instruct 150 scholars. The limited resources of the school do not
enable the managers to command the services of the teachers
except in the morning between six and nine o’clock, to which
hours their instructions are confined.
Another school of this class is called the Hindoo Benevolent
Institution, and is entirely supported by two benevolent Native
gentlemen. Three or four Native teachers instruct about 100
scholars in English. It is a morning-school.
Another school of this description is situated at Chor Bogan,
and is also supported by two Native gentlemen. Four Native
teachers instruct about 60 scholars in English in the morning-
hours.
Of these eight institutions I do not recollect to have seen
any public mention, with the exception of the Bhowanipore
school and the Hindoo Free School. There may be others in
operation, of which no information has reached me, and some
of the particulars here given may possibly be erroneous, as they
are not founded either on any published statement or on personal
knowledge. My informant is a Native, himself a teacher in one
of the institutions described, and not likely to be mistaken about
the rest. The existence and increase of such a class of English
schools are facts both curious and important. It is within my
knowledge that fifteen years ago, a European of reputed talents
and acquirements, resident in Calcutta, in vain sought to obtain
a humble livelihood by opening an English school for Natives,
in gratifying contrast with this fact, the prevalent desire amongst
the Natives of Calcutta to acquire a knowledge of English,
instead of being satisfied with the English schools of European
origin previously enumerated, has called into existence a new
class of schools depending entirely upon the Native community
STATE OF education IN BfiNGAli
for support either in, the form of public subscriptions or of school
fees^
(Sa The third class of English schools consists of those
whicn are princij)al]y designed for the instruction of the children
of Christian j)areiiis, without excluding natives. Among the
pupils are a few Euroi)eans and some native children; but the
majority consisis of East- Indian aiid Indo-Portuguese. The
schools are all proprietary and the instruction stipendiary. Those
noticed under this head are boys' schools. j
The (Calcutta High School, the first institution of thislclass,
-was established in 1830, and is the property of shareholders)^ each
share being 250 rupees, bearing interest by dividends of pi'ofits
not to exceed six per cent, per annum. The property is helij by
trustees; the school is managed by an elective committee; and
visitors are appointed to visit the school and to control the
appointment of masters. The masters are a rector, a second
master, a third master, and as many junior and assistant masters
as the state of the scdiool may require. Tlie school is divided
into three deparirueiits, English, Commercial and Classical.
The English department includes, besides tbe elements of the
language, grammar, histoiy , geogra])hv, and composition; the
Commercial includes arithmetic, algebra, geometry, trigono-
metry, and b()()k-kei'])ing ; and the Classical includes Tjatin from
the rudiments to Horace* and Livy, and Greek to the Collectanea
Minora and Homer's Iliad. In the first a boy remains three
years, siqiposing him to lie almost imaequainted with English
when he enters. After that period he proceeds to the Commer-
cial and Classical deq)ai‘tments in which he continues five years.
The classes that are engaged in the forenoon with the rector in
the classics, go to (Jominercial department in the afternoon and
vice versa. After being in operation only four years, five pupils
from the High School had entered Eisho])’s college where they
are prosecuting their studies. The number of pupils is 150.
The school is open to tlie sons of Hindoo or Musalman gentle-
men, but it does not app(‘,ar wbetl)er any receive instruction.
This institution jmblishes annual re])orts of its proceedings.
The Parental Academic Institution is also managed by a
committee aud ])ul)liKbes annual reports. The objects of the
Society that established it arc to afford to youth the best educa-
tion that existing circumstances admit, and as far as the state
STA^E OF EDUCATION IN BENGAL
of the funds will allow, to provide education for the orphans of
ineinbers who may die not possessed of property sutiicieiit to
pay for educating their children. Membership is created by
contributing two rupees or more monthly, or 24 rupees or more
annually, or 300 rupees or more in one sum. This institution is
conducted on the principle of combining religious knowledge with
useful information. The course of instruction embraces scriptural
Knowledge and Puley’s evidences, grammar, geography, Eoman,
(rrecian, English and Indian history, astronomy, natural philo-
sophy, Latin, geometry, algebra and political economy. The
number of pupils is 160. Two free scholarships have just been
established in this institution to be denominated the Metcalfe
scholarships with the view of perpetuating the remembrance of
the uniform liberality of Sir Charles Metcalfe towards the institu-
tion, especially evinced by a recent donation of 5,0(K) rupees for
the purpose of liberating it from debt.
The Philanthropic Academy is an institution, established
by the Armenian comnjunity of Calcutta, for the instruction of
their children in the English and Armenian languages and in
geru'ral knowledge. It does not publish periodical reports, and
no details respecting it have reached me. It is regarded with
much favour by the Armenians, and it is understood that several
valuable bequests have been made to it. The institution has
three branches, the Armenian, the Female, and the English
department. The children of both rich and poor are taught
without distinction, the former gratis and the latter at a monthly
charge (sic).
The Verulam Academy is a private school, the property of
the gentleman w'ho conducts it. The system pursued is in some
respects peculiar. The classics are not taught, and particular
attention is paid to English literature, science, and natural
history. There are three teachers and between sixty and seventy
pupils. No lesson whatever is required to be repeated by rote.
The teachers are required to take all the trouble. They read
and explain to the pupils who are expected only to be attentive.
C’orporal punishment is never allowed, but solitary confinement
is inflicted for great offences. After every hour and a half the
classes change tutors and studies.
A widow lady in the Circular Road has a school conducted
by individuals whom she appoints- This school professes to give
40
STATE OF EDUCATION IN BENOAl
instruction in spelling, grammar, geography, history, arithmetic,
and also in geometry, algebra, and Latin.
The Classical Academy teaches spelJing, reading, English
grammar, arithmetic, and Latin.
There is a school in Ooomghur, in which spelling, reading,
English grammar, arithmetic, and history are taught.
A missionary residing in Entally has a school, of which I
have not been able to learn any particulars whatever.
A classical and Jiiorcantile boarding and day-school is about
to be opened by three of the Catholic clergymen lately (arrived
from Europe. Tt is to be called the College of St. Francis
Xavier, will be j^laced under Ihe patronage of the Vicar Apdptolic,
and superintended by the Eev. F. Chadwick as rector. Chi^ldren
destined for mercantile pursuits will receive a full mercantile
education, comprising English grammar, reading, writing, arith-
metic, book-keeping, geography, the use of globes, and ancient
and modern history. Those destined for the learned professions
will in addition to the foregoing, be taught the Latin and Greek
classics, and mathematics. As far as I am aware this school
has not yet gone into operation.
This is a very important class of English schools, for it is
in these that the middling class of the indigenous Christian
population receive their education. Several of them are little
known, and what is occasionally said of others in the newspapers,
is probably little to be trusted; for the notices that appear after
the usual annual examinations may often be supposed to proceed
from well-meaning but too partial friends. An impartial and
independent estimate of the course of instruction and discipline
pursued in these schools, I note here as a desideratum. It
might have the effect of leading to the improvement of a class
of schools which exercises a very extensive influence upon the
charftQter of the' Christian population of this country.
The fourth class of English schools is distinguished
from the preceding one only in being girls’ instead of boys’
schools. The pupils are the daughters of resident Europeans,
East-Indians, or Indo-Portuguese, without any intermixture of
the female children of Native parents. 1 do not suppose that
the latter would be refused as pupils, but 1 am not aware of any
instances in which their parents have sought instruction for them
in those schools. The instruction is stipendiary and the schools
STATE OP EDUCATION IN BENGAL
41
are proprietary, the lady who is at the head of each establishment
being the proprietress. According to my information there are
eight schools of this description in Calcutta, but I possess so
few details of each individual school that I can only give this
general notice of them. The pupils receive instruction in read-
ing, spelling, grammar, letter- writing, geography, history, arith-
metic, and sewing. Music also is taught in some of them and
drawing in others. One of them is a preparatory school for little
children in which the instruction is limited to reading, writing,
and spelling.
The remark made on the third is still more applicable to
the fourth eJaoS of English schools. They are loo little known.
They are not suiB&ciently under the public eye. A parent anxious
for the welfare of his daughters has no means, except by personal
investigation which few can make, of ascertaining the principles,
if any, on which education is conducted, the course of instruction
pursued, and the rules of discipline enforced. A public good
would be effected if, without infringing on the freedom of instruc-
tion or on the delicacy due to female establishments of education,
the conductors could devise some means of bringing their semin-
aries more directly under the influence of enlightened public
opinion.
The fifth class of English schools consists of charitable
and '^-ihari institutions, designed principally for the instruction
of the children and orj^hans of the poor Christian population.
The Free School Society was formed in 1789; and in 1800
the Old Calcutta Charity school which had existed some time
l)efore 1756, w^as merged into it, at which date the funds of the
united institution amounted to rupees 2,72,009-15-1. The object
of the Society was to provide the means of education for a
children, orphans and others, not the objects of the care of the
Military Orphan Society. In 1813 the benefits of the institu-
tions were extended to day-scholars. The Old Court-house was
part of the property of the Old Calcutta Charity school, and .t
was transferred to the Government in consideration of ^ ’
tual payment of 800 rupees to
made. In 1826, the governors of the Free scnwi P
the Bengal Government that in coneequence of the °
the rate of intereet on the Government eecunties m which them
6 -^ld 26 B
42
STATE OF EDUCATION IN BENGAL
funds were invested, they were unable to continue the school
on its then extended scale, unless the Government would afiPord
them aid. In support of this application, they urged the greatly
increased demand for the admission of destitute children; that
they had been conipolled to reduce their numbers from 400 to
280, viz., 195 boys and 81 girls; and that, unless aid could be
afforded them, they must mdee a further reduction. Under
these circiimstancjes the Government resolved that an j|illowance
of 800 rupees per month, being the amount hitherto cointributed
by the Govtn'nment to the Vestry fund, should be granted to
the Free school. The Court of Directors confirmed thi^ grant,
suggesting at the same time the propriety of uniting the Free
scliool with I be Denevolent Institution, the two establishments
appearing to be of a similar character; but the Bengal Govern-
ment in reply stated points of difference which render such an
union impracticable. In 1832 in consequence of alleged abuses,
an investigation was made into the state of the institution,
which terminated in various reforms — the election of four gov-
ernors from the general body of subscribers; the appointment of
two others by the Government; the investment of the perrtianent
funds in Government securities to be placed in the hands of the
Governor-General in Council; the appointment of a clergyman
who should give his undivided attention to the duties of chaplain
and superintendent; the appointment of an active qualified head-
master; a general revision and re-modelling of the plan of educa-
tion and of the domestic arrangements of the institution; and
the eptablishmcTit of effectual checks over the expenditure ol
the funds. In consequence of these changes the governors, with
the aid of a special subscription, have been enabled to build
additional accommodations for the gifls, and considerably to
increase the total number of children, viz., from less than 300
to 381. The number of girls under instruction is 151, and that
of boys about 230, and notwithstanding this increase, the month-
ly expenditure is about 600 rupees less than it was before the
reforms were made. The. female department of the Free school
includes an infant school in which the rudiments of knowledge
are communicated to about 50 very young children. The inanu-
facture of straw-bonnets and lace for sale has also been intro-
duced into the girls’ department, and it is' hoped that instruction
in these mechanical arts will introduce t^o useful branches ol
STATE OF EDUCATION IN BENGAL
43
trade into Calcutta where occupation for femalies is most urgently
required. Hitherto the manufacture of straw has been confined
to the country and to Natives, whilst the lower classes of
Christians have abandoned themselves to idleness and begging.
Many of the girls educated in the Free school, will now go forth
habituated to industry and prepared to fill up the leisure of their
domestic hours with an occupation of some profit and little toil.
The Benevolent Tnstitiitian founded in the year 1810,
is supported by voluntary contributions, and is under the manage-
ment of the Serampore missionaries. The object of the institu-
tion is to afford instruction to youth of both sexes, the descend-
ants of indigent Christians of all nations. It was proposed at
first to educate only 50 such children, but in 1833 the number
in the boys’ scliool alone had increased to 200, of whom 150 were
East-Indians, 45 Hindoos, 8 Europeans, 3 Chinese, and 2
Africans. The absence of the headmaster in 1834 reduced the
number to 121, but his subsequent return again brought it into
a prosperous condition. In the last mentioned year there were
eighty pupils on the list of the girls' school, and more than fifty
in constant attendance. The managers remark that, although a
great many of the cliildren are the offspring of Koman Catholic
parents, no instance has occurred of any of the children having
been taken from school because they were instructed in the Bible.
ITu boys, wiUi a view to tit them for usefulness in life, though
it he in the liumblest situations, are taught the simple and com-
pound rules of arithmetic, the rules of English grammar, and
the reading of the sacred scriptures. The three highest classes,
including nearly a third of those in constant attendance, are
acquainted with both the simple and compound rules of anth-
inetic, fractions, vulgar and decimal, and the square and
cube root. They are also instructed in geography and the
use of the globes, and acquire a familiar acquaintance with
the rules of English grammar. Some of them are also taught
to draw maps. The gh'ls are taught reading, writing, spelling,
grammar, aritlimetic, and needle-work, m addition to cateche-
«,rip.ur.l tolrucUo,,. N»dl,.work. >vh..h “““'‘'"I
essential in their circumstances, receives a considerab p
that each child thus educated in the institution, on
costs less than two rupees per month, including P
44
STATE OF EDUCATION IN BENGAL
of teachers and books of every kind. Notwithstanding this
extreme economy and the benevolence of the object of the
institution, the funds do not appear to equal the expenditure.
In 1826, the managers represented to the Bengal Government,
that the average daily attendance of children of both sexes was
250, that more than 1,000 children had been educated in it,
and introduced to public life under favourable auspices, and that
it still enjoyed the sanction of public patronage; but that owing
to the increase of charitable schools and the death or return to
Europe of some of the early patrons of this institution, Ws funds
were so materially diminished as to leave a balance against it on
the year’s account. Under these circumstances they Solicited
the aid of the Company, which the Bengal Government con-
sented to grant, and passed an order for the payment of the sum
of rupees 13,000 on behalf of this institution. In 1827, in conse-
quence of the continued insufficiency of funds, another applica-
tion was made by the managers to the Bengal Government, by
whom a permanent grant was made to the institution of 200
rupees per mojith. In 1833, a debt of 4,000 rupees had accumu-
lated against the institution which had not been reduced in 1834.
The European Female Orphan Asylum was established for
the reception and education of female European orphans, princi-
pally those of the King’s regiments in India. Such children arc
very seldom reared to maturity, through the ignorance, indolence,
or cruelty of those who are entrusted with their management,
and being exposed lo the scenes and temptations of barracks arr
nurtured in vice and inured to profligacy. The regimental
schools provide instruction for all the children of the regiment,
but still leave the orphans in an unprotected state. The asylum
was established for the purpose of giving them a suitable educa-
tion and training them up to the management of a house and
care over younger children, free from the corrupting influences
to which they would otherwise be exposed. Those children only
are admissible who are under ten years of age, whose fathers
and mothers were both Europeans, and who have been deprived
of both parents. The education given is in conformity with the
principles of the church of England. For the purpose of economy
and also of bi^inging up the orphans in habits of useful labour,
all the business of the house is conducted, as far as is expedient
and practicable, by a number of the senior children who take
STATE OF EDUCATION IN BENGAL
45
their various departments of labour in rotation under the direc-
tion of the head -mi stress. It is made an object also that the
institution should furnish its own teachers, and the orphans are
so trained as to provide a succession of mistresses well qualified
by previous discipline to carry on the whole business of the
institution. They are made also to contribute by their manual
labour to the funds of the institution in subordination to higher
objects. The property of the institution is held in trust by a
committee of five gentlemen, and the management is confided to
:i committee of ten ladit's. At the date of the last report (1834),
the number receiving the benefit of the asylum was 79; and the
o\])t‘nditure of tlie asylum was a little more lhan 1, ()()() rupees
])i‘r month, including the board, clothing, washing, etc., of the
children, and the salaries of the mistress and of the chaplain,
servants, etc. The funds to meet the expenditure consist of
voluntary contributions, with the exception of 191 sicca rupees
])er mensem, which is allowed by Government in consideration
of the children being taken from the barracks. There is an
annual sale of useful and fancy articles for the purpose of aiding
the funds, and the work produced by the industry of the orphans
in iheir leisure lioiirs has averaged at the sales not Ic'ss than
between four or five hundred rupees each year. A considerable
sum has also been gained for the asylum by needle-work taken
in and executed by the wards.
The Calcutta Catholic Society was formed about five years
ago, and has established two charity schools, one for boys and
the other for girls. The objects of this Society are to rescue
the offspring of professed Catholics in Calcutta from the corrup-
tion which ignorance and poverty always beget, to instruct that
class of Christians in the doctrines and principles of Catholicism,
and to purchase and disseminate such works of talented Catholic
authors as afford a fair and correct view of the Catholic religion,
and are calculated to raise the moral character of its followers^
Both schools afford daily instruction to about 150 children, an
the total expenditure does not exceed 1'50 rupees per mon
This institution has recently been placed under the pa ro g
of the Vicar Apostolic of Bengal, and under the
of a committee composed of ladies for the female, and gentleme
tor the male, department.
There is a small school
attached to the principal Eoman
46
STATE OF EDUCATION IN BENGAL
Catholic church, and another to the Catholic church, Boita-
khana, but there are no published accounts of them.
The St. James’s district schools are day-schools for the
instruction of the children of indigent Christian parents, and
are four in number — the boys’ school, the girls’ school, the
infant school, and the sabbath school, in which about 160 children
of all ages are taught. I have not found any very recent notice
of these schools.
During the last four years a district school has existed in
connection with the Old Mission Church. There are present
55 boys’ names on the books; but the average attondanpe during
the hot weather is not more than 40. Tlie system pursued is
Dr. Bell’s The school is su]j])orted by tlie contributions of a few
of the Old Church congregation, and of late an annual' sermon
has been preached for it. The monthly cost is about 55 rupees,
but no school- rent is paid. The object of the school is quietly
and unobtrusively to promote the moral and religious improve'-
ment of the scholars, and the expectations formed by its sup-
porters have been answered.
Jn 1834, a school which a])j)ears to have been established by
some other means, was taken under the pati'onage of the Society
for Promoting Christian Knowledge. The school is situated in
the Chitpore Eoad, near the Old China Bazar, in a place called
Sukea’s Lane. It is under the care of a master and a mistress,
and contains about 100 boys and 30 girls who are principally of
Portuguese extraction.
The Martinicre, for the support and education of a i)res-
cribed number of indigent Christian children, for the establish-
ment of which large iunds were b(‘qia‘.iLlud hv llie \Mil oi (iein‘i:il
Claude Martin, is at last, after a delay of more than 30 years,
about to be carried into operation. A large and commodious
building has been erected, a committee of gentlemen of different
religious professions has been appointed by Government, an
the rules for the management of the institution are now under
consideration.
Native Female Schools,— The first attempt to mstruc
Native girls in Calcutta, in organized schools, was made by the
Calcutta Female Juvenile Society, which has subsequently
assumed the name of the Calcutta Baptist female Society
the establishment and support of Native female schools. The
STATE OF EDUCATION IN BENGAL
4T
tliirtGenth roport, dated 1834, is now before me, from which it
appears that there is one school in Calcutta, containing from 60
to 70 scholars; another at Chitpore, containing 110 to 120; and
a third at in which 20 children of Native converts are
instructed. The schools are superintend! ed by a committee of
ladies, and the teachers are Native women, formerly in some
instances scholars. The girls are taught reading, spelling and
geography, and much attention is given to religious instruction.
In the ChitpoTe school writing is also taught, and in the Bihpore
Bcdiool six of the Christian girls have begun to learn English.
An examination of a number of Bengalee girls belonging to
the school instituted by the above mentioned Society, on the
occasion of a public examination of the Calcutta School Society’s
schools, attracted the attention of the last-mentioned Society to
the subject of female schools, and in the report of 1820 it is
stated that, although attempts to proTnote female education are
highly approved, yet as members of an Association composed
jointly of Natives, and Europeans, the former cannot be expected
to act ail at once upon the suggestions of the latter, militating
against opposite sentiments of very long standing, and it was,
tlierefore, determined that the time had not yet arrived for direct
endeavours by the Society to establish Native girls' schools
under female teachers. The British and Foreign School Society,
however, in consultation with the Calcutta School Society's
agent, Mr. Harington, and with Mr. Ward of the Serampore
Mission, both then in England, opened a subscription for the
outfit of a mistress to be sent to India, qualified to instruct
females born or bred in this country in the Lancasterian method
of mutual instruction, that they might afterwards diffuse the
system throughout the country as opportunities offered. Miss
Cooke (now Mrs. Wilson) accordingly arrived in November, 1821,
and as the funds of the Calcutta School Society were inadequate
to her support, her services were engaged by the Corresponding
Committee of the Church Missionary Society, and in connection
with that Committee she gradually extended her labours until
she had, in 1824, twenty-four schools under her superintendence,
attended on an average by 400 pupils. In that year the Corre-
sponding Committee relinquished the entire management and
direction of their female schools to a Committee of Ladies who
formed themselves into a Society called the Ladies' Society for
48
STATE OF EDUCATION IN BENGAL
Native Female Education in Calcutta and its vicinity. Subse-
quently the number of schools was increased to 30, and that of
the pupils to 600, but instead of still further multiplying the
number of schools, it was deemed advisable to concentrate them,
and a Central School was built for that purpose and occupied in
1828, since which the efforts of the Ladies* Society have been
chiefly confined to that sphere of labour. An allowance is made
of a pice a head to women under the name of hurkarees, for
collecting the children daily and bringing them to schdol, as no
res])Gctable Hindoo will allow his daughters to go into the street
except under proper protection. The school numbers p20 day-
scholars, besides 70 Christian girls who live on the ji^remiscs.
The latter are orphans, and most of them have been collected
from the districts south of Calcutta that have recently suffered
from inundation and famine. Together with these, 40 poor
women have been admitted by Mrs. Wilson to a temporary
asylum, who are all learning to read and receive daily Christian
instruction, and are at the same time employed in various ways
to earn in whole or in part their own living. In connection with
the Ladies’ Society, there is also a girls’ school on the premises
belonging to tlie Church Missionary Society in Calcutta. The
number of pupils fluctuates between 50 and 70. Spelling, read-
ing, writing, needle-work, and religion are the subjects in which
instruction is given. Many of the scholars have become teachers.
Native ladies of the most respectable caste in society have both
sent their daughters, and in some instances have themselves
expressed anxiety to obtain instruction. The system of instruc-
tion pursued is also stated to have met the express concurrence
and approbation of some of the most distinguished among the
Native gentry and religious instructors. The majority of the
more respectable Natives, however, still continue to manifest
great apathy concerning the education of their daughters.
The Ladies’ Association for Native female education was
originally instituted with a view to establisli schools for Native
girls, wliich could not be undertaken by the last-mentioned
Society. This Association had at one time ten schools under its
management, which, for the purpose of concentration, were
reduced to two and afterwards to one. The school is conducted
by a Christian master and mistress, with the assistance , of an
elderly Christian woman and three of the best scholars as
STATE OF EDUCATION IN BENGAL
49
irionitors. The school is situated in the Circular Road, and has
about 50 scholars, chiefly Mahomedan, who receive Christian
instruction in the Native language. About 80 of the girls read
the various school-books, and 20 learn to spell, etc. The monthly
expenditure is Rupees 40.
There are three schools connected with the London Mission-
ary Society in Calcutta. In a school situated in the Thunthunnya
Road there are 45 scholars; in the Creek Row school 25; and in
tlie Mendee Bagan school 28; in all 108. In these schools the
girls are taught reading, writing and arithmetic, besides plain
needle- work and marking. In order to assist in supporting the
schools, it is intended to receive plain work, to be charged at a
very moderate rate.
It has already been mentioned that 70 orphans arc lodged
and educated in the Central School belonging to the Ladies
Society for Native Lemale Education; and it is now proposed to
build a suitable separate establishment for the reception of one
hundred Native orphan girls. It is intended that these children
shall receive a good plain education both in their own and in the
English language, be trained to habits of industry and usefulness,
and remain in the institution until they marry. A public sub-
scription has been opened, and it is contemplated to purchase
^TOund on the bank of the river, four or five miles north of
Calcutta, where land can be bought comparatively cheap.
Infant Schools . — ^In the account of the Calcutta Eree school
it was stated that the female department included an mfant
school in which the rudiments of knowledge are communicated
to about 50 very young children. ^
Another infant school was established in 1830, and in
October of that year there were about 48 children in daily attend-
ance from two years old to eight. They attended from nine in
the morning till five in the afternoon, and received a meal at
one o'clock. This is probably the infant school mentioned
already as one of the St. James’s district schools. It appears
to have been suspended until the arrival of teachers from
England ^vho re-commenced the school in December. 1834. m
the neighbourhood of St. James s church. Measures ar
progress for giving it efficiency as a school for training and
preparing masters and mistresses for other schools f“ ' ^ ^
dulg tL system amongst the Natives both in Bengal and the
50
BTATB OP EDT7GATION IK BEKOAL
Upper provinces : applications for teachers have been made from
Cavvnpore and Meerutt. The school now established is for
Christian children, of whom about 50 attend.
A Native infant school is to be immediately commenced in
the same vicinity.
SECTION n
The District of Midnapore
/
Population, This district is in the province of Oriska, but
it has been so long attached to Bengal that it may be considered
a component part of the province. The language chiefly ^pokcn
is Hengaleo intermixed in the west with the Ooria. The'' great
bulk of the people live a sober, regular and domestic life,' and
are l ess litigious than the inhabittants of the neighboring district.
Ill this district there is much jungle, and between the cultivated
plains and the thick jungles are situated the villages of the
Soritals, a mild and inoffensive but degraded race with whom the
rest of the inhabitants refuse to associate. The Santals or Sontals
are stated by Mr. Stirling to bo a tribe of Coles. In the north-
eastern quarter of this district the Choars, formidable banditti,
long resisted the authority of Government and committed the
most atrocious barbarities; but they are now effectually subdued.
Ill 1801 the population was roughly estimated at 1, '500,000, of
whom one-seventh were supposed to be Mahomedans.
Indigenous Elementary Schools. — In every village there are
schools for teaching the Bengalee language and accounts to
children in poor circumstances; but no investigation into their
number or condition appears to have been instituted. The
teachers, though qualified for what they undertake, are persons
in no way respectable, their rank in life being low, their emolu-
ment scanty, and sometimes their character publicly tainted
without any injury to their interests. The children sit in the
open air or under a shed and learn to read, write, and cast
accounts, the charge for schooling being generally from one to
two annas per month. In opulent Hindoo families teachers are
retained as servants.
Indigenous Schools* of Learning. — Hamilton states that in
this district there are no schools where the Hindoo or Maho-
medan laws are taught. There was formerly a Mahomedan
STATE OF EDUCATION IN BENGAL
51
college in the town of Midnapore, and even yet the eetablish-
ment is said to exist, but no law is taught. Persian and Arabic
are taught by maulavis who in general have a few scholars in
their houses, whom they support as well as instruct. These
Persian and Arabic students, although of respectable families,
are considered as living on charity; and they are total strangers
to expense and dissipation. The alleged absence of schools of
Hindoo learning in a population of which six-sevenths are said
to be Hindoos is incredible, and is denied by learned Natives
who have resided in the district and are personally acquainted
with several schools of that description within its limits. They
are not so numerous as the domestic schools of learning which
prevail amongst the Mahomedan population; but they are not
so few as to be wholly neglected. There are probably, I am told,
about 40 in the district. It may be offered as a general remark
to account for such incorrect statements, that the greater atten-
tion given by Europeans to the Mahomedan than to tlie Hindoo
languages and literature, combined with the unobtrusive and
retiring character of learned Hindoos, sometimes leads the public
functional^ to overlook institutions of Hindoo origin. It is
probably from some such official authority that Hamilton has
borrowed the statement to which I refer.
English School . — The Europeans and respectable Natives
resident at Midnapore have united to establish an English
school in that town. A considerable sum has been subscribed
and collected for that purpose, the Eaja of Burdwan having
contributed a thousand rupees. A teacher has been sent from
Calcutta, and the school was opened in November, 1834, with
eighteen scholars, a number which was expected soon to be
doubled if not trebled.
SECTION III
The District of Orissa Proper or Cuttack
Population , — According to Mr. Stirling this province or
district is divided into three regions, distinguished from each
other by climate, general aspect, productions, and institutions.
The first is the marshy woodland tract which extends along the
seashore from the neighbourhood of the black Pagoda to the
52
STATE OF EDUCATION IN BENGAL
Subanrekha, varying in breadth from five miles to twenty. The
second is the plain and, open country between that tract and the
hills, the breadth on the north being ten or fifteen miles and
never exceeding forty or fifty. The third is the hilly country.
The first and third are the country occupied by the Eincient feudal
chieftains of Orissa; the second is that from which the in-
digenous sovereigns and the Moghul conquerors of the country
derived the chief part of their land revenue, and which at present
pays a rent to the British Government, whilst the two! others
yield tribute. The first and third divisions are said bot to
contain a single respectable village, and in the second or '^Orissa
Proper, the only collections of houses that deserve the name of
towns are Cuttack, Balasore and Jugunnauth. The Oorii^-s of
the plains arc the most mild, quiet, inoffensivef and easily
managed people in the Company’s provinces; but they are
deficient in manly spirit, ignorant and stupid, dissolute in their
manners, and versed in the arts of low cunning, dissimulation,
and subterfuge. The inhabitants of the hills and of the jungles
on the sea-shoi’e are more shy, sullen, inlios])itabl(*, and un-
civilized, and their chiefs are grossly stupid, barbarous,
debauched, tyrannical, and enslaved to the most grovelling
superstition. The paiks or landed militia of those districts
combine, with the most profound barbarism and the blindest
devotion to the will of their chiefs, a ferocity and unquietness of
disposition which render them an important and t(;rniidal)le chiss
of the population of the province.
Exclusive of the regular Ooria population of the Brahmani-
cal persuasion, there are three remarkable races inhabiting the
hilly, region, viz.j the Coles ^ Kunds, and Sours* The Coles are
divided into thirteen different tribes. Their original country is
said to be Kolaut Bes, but they are in possession of parts of
Chota Nagpore, Jaspur, Tymar, Patcura and Sinbhoom, have
made encroachments upon Mohirbunj, and are found settled in
the back parts of Nilgiri. They are a hardy and athletic race,
black and ill-favored in their countenances, ignorant and savage,
but their wooden houses are neat and comfortable, and they carry
on a very extensive cultivation. They own none of the Hindoo
divinities, hut hold in high veneration the sahajna tree (hyperan-
thera moranga), paddy, oil expressed from the mustard seed, and
the dog. The Kunds are found in great numbers in all the hill
STATE OF EDUCATION IN BENGAL
63
estates south of the Mahanadi. They are small in stature and
are so wild that every attempt made to civilize them has proved
ineffectual. The Sours are found chiefly in the jungles of
Khurda. They are in general a harmless and peaceable race,
but so entirely destitute of all moral sense, that at the orders
of a chief, or for the most trifling remuneration, they will as
readily and unscrupulously deprive a human being of life as any
wild beast of the woods. In ordinary times they clear the woods
and provide fuel for the zemindars and villagers. They also collect
the produce of the woods for sale to druggists and fruiterers.
'J'hey arc of small stature, mean appearance, and jet black colour,
and always carry in their hand an axe for cutting wood, the
symbol of their profession. Some are fixed in small villages, and
others lead a migratory life. They worship stumbs of trees,
masses of stone, or clefts in rocks. Their language little resembles
that spoken by the Oorias, the latter being like the Bengalee, a
tolerably pure dialect of the Sanscrit.
This view of the different classes of the population of Orissa
would seem to justify the inference that there is no district of
those whose condition I am now examining, that more needs
both the elevating and restraining moral influences of education.
Orissa Proper, or the second of the three divisions above
mentioned, contains 11,915 villages and 243,273 liouso^s, exclusive
of the towns of Cuttack, Balasore, and Puri, an enumeration
which yields an average of about twenty houses to a village.
Mr. Stirling, from data prepared with much care and accuracy,
infers that an average rate of five persons per house would not
be too high. The entire population is thus made to stand as
follows : —
Village inhabitants (243,273x5)
Population of the town of Cuttack
,, of Puri
of Balasore
Total!
... 1,216,365
40.000
30.000
10.000
... 1,296,865
l)f this number not more than an eightieth part would appear to
be MuBalmans, foreigners, and casual residents, and Stir
iKlopting the average suggested by the returns most to be rehed
STATE OF EDUCATION IN BENGAL
S4
on, estimates the number of children under ten years at about
one-third of the whole population.
Indigenous Schools. — Mr. Stirling, in the elaborate account
of this district, from which the preceding details are abridged,
gives no information whatever on the state of education as con-
ducted by Natives, either in elementary schools or schools ot
learning. In the description of the town of Puri Jugunnath, it
is stated that “ tlie ])rincipal street is composed almost entirely
of the religious establishments called maths/* a name [applied
in other parts of the country, both in the west and soiith, w
convents of ascetics in which the various branches of Hindoo
learning are taught. It may be inferred that they are Applied
to tlie same use in Jugunnauth Puri.
Jn X()vcnnl)er 1814 tlie Collector of Cuttack submitted to
the (iovernor-Ccnc'ral in Council several documents, relative to
a claim set up by Maulavi Abdul Karirn to a pension or payment
of one rupee per diem, which had been allowed by the former
Government for tlie support of a madrasa in the village of
'Bur bah, near Futtaspore, in the Mahratta Pergunnahs of Hidge-
ie(}. After a cand'ul examination of the documcnis, the qlaiin
appearing to be valid, the Government authorised the payment
of the pension with arrears. This allowance has since been paid
annual.y, Sa. Bupees 365; but I have not been able to learn
any thing of the madrasa for the support ofi which the grant is
made.
The only other reference I have observed, connected with
education in this district, is in the answer made by the local
agents to Government to the inquiries of the General Committee
of Public Instruction in 1824, to the effect that they knew of no
endowments or funds applicable to the object of public education
in the district.
Elcmcntanj Schools not Indigenous . — The missionaries of
the General Baptist Missionary Society have, under their superin-
tendence, twelve elementary schools, supported partly by that
Missionary Society, and partly by benevolent individuals, friends
of education. In these schools about 290 children are taught
their Native language, principally by reading the Christian
scriptures and religious tracts that have been translated into
Ooria. The missionaries have begun to employ masters capable
•of understanding the English alphabet, but still retaining the
STATE OF EDUCATION IN BENGAL
55
l^'ative method of teaching by writing upon the floor when learn-
ing the letters, and thus preparing the scholars for reading books
and for writing on paper or the palm-leaf. These schools arf^
scattered over the town of Cuttack and neighborhood; and there
is also another school at Bhyreepore near Cuttack, which is
attended by most of the children in the village, but the number
of scholars attending this school is not stated by my informant,
who is himself the superintendent of the schools.
English School . — Under the same superintendence there is
an English schoo.. at Cuttack which has been in existence since
1824. It is partly supported by a grant from the collector’s
cutchery, the amount of which has not been mentioned to me,
partly by vuluntary subscription, and partly by the Missionary
Society. The school is kept in a substantial building erected
for the purpose, at the expense of the residents at the station
by voluntary subscription aided by funds derived from friends
in England. The total number of scholars of both sexes on the
books is; 50, which includes some boarders. ^Fhe day-scholais
are not limited to any number or caste, and they are taught the
native as well as the English language, through the medium of
the Homan cJiaracter. The subjects taught are reading, writing,
aritlnuetic, grammar, geography, the use of the globes, and
general history. The scholtirs are stated to excel in penmanship,
and several of the best writers in Cuttack and Puri are from this
institution.
SECTION TV
The District of Hugly
Population . — This district is comparatively of recent crea-
tion, being composed of sections from Burdwan, Midnapore,
and other adjacent districts. A large proportion of the surface
of this district is stiL in a state of nature. Gang-robbery and
river-piracy were at a comparatively recent period prevalent in
it, and the number of widows who sacrificed themselves on the
funeral piles of their husbands was here always remarkably great.
The inhabitants have the repute of being better acquainted
with the existing laws of the country than those of most other
districts. In 1801, the total number of inhabitants was estimated
56
STATE OF EDUCATION IN BENGAL
at 1,000,000, in the proportion of three Hindoos to one Maho
medan.
Indigenous Elementary Schools . — On the state of Native
education in this district I derive many details from the records
of the General Committee of Public Instruction, in some respects
confirming and in others modifying the general view already
given of the system of indigenous schools, both elementary and
learned. /
The indigenous elementary schools amongst Hindoos! in this
district are numerous, and they are divisible into two (Masses;
first, those which derive their principal support from the patron-
age of a single wealthy family! and secondly, those wliick are
destitute of such special patronage, and are dependent upoh the
general support of the Native community in the town or village
in which they are estabhshed. The former are the most
numerous, there being scarcely a village without one or more of
them. The primary object is the education of the children of
the opulent Hindoos by whom they are chiefly supported; but as
the teacher seldom receives more than three rupees a month
from that source, he is allowed to collect from the neighborhood
as many additional pupils as he can obtain or conveniently
manage. These pay him at the rate of two to eight annas per
month, in addition to which each pupil gives him such a
quantity of rice, pulse, oil, salt, and vegetables at the end of
each month as will suffice for one day’s maintenance. Some-
times the teachei’, in addition to the salary he rt'ceives, is fed
and clothed by his patron. Such schools have seldom any house
built or exclusively appropriated for the use of the teacher and
his pupils. Tht' SL-cond class of schooh is not so numerous as
the former, but they afford a better maintenance to the teacher,
in general the pupils pay him from four to eight annas per
month while they write upon leaves, and from eight annas to
one rupee, according to their means, when they write -upon
paper; in addition to which he also receives one day's mainten-
ance per month from each pupil. Another perquisite of the
teacher is a piece of cloth from each scholar on promotion to a
higher class, but this is not one ofl the conditions of admission,
and depends upon the liberality of the parents. The number of
scholars in each school of either description averages 30, some
schools in populous towns haying more, and others- in small
STATE OF EDUCATION IN BENGAL
51
villages having less. The teachers are either Brahmans or
Sudras. If the former are respectable and learned, they gain a
comfortable subsistence; but the majority of them do not take
sufficient pains to write a neat hand, and they have in general
only a superficial acquaintance with arithmetic and accounts.
Jjooks are not in use in this class of elementary schools. The
instruction comprises writing on the palm-leaf and on Bengalee
pnper, and arithmetic. As soon as the scholar is able to write
H tolerable hand and has acquired some knowledge of accounts,
he in general leaves ^school. In this district they enter school
usually at the age of six and remain four or five years.
The indigenous elementary schools amongst Musalmans are
for the most part private places of instruction to which a few
select pupils are admitted, and the teachers being either in
independent circumstances or in the employment of Government,
gjve their instructions gratuitously. Admission is often refused
find is always obtained with difficulty, and tlie instruction given
to the favored candidates is very imperfect and desultory. At
Pandua, a place formerly of some celebrity in the district, it is
said to have been the practice of the Musalmaii land proprietors
to entertain teachers at their own private cost for the benefit
of the children of the poor in their neighborhood, and it was a
rare thing to find an o'puJent farmer or head of a village who had
not a teacher in his employment for that purpose. That clas^,
however^ is alleged to have dwindled away and scarcely any $uc^
schools are now found to exist.
Indigenous School s of Learnin g. — The number of Hindoo
schools of learning in this district is considerable. Mr. Ward in
'*818 stated t hat at Vansvariya. a villag .e not- far fro m th e jiQwn
oi Hugly, tliere w ere twelve or fo urteen, c olleges, in all of which
logic was almost exclusively studied. There were then also
f'Cven or eight in the town of Trivem, one of which had been
lately taught by Jugarmath Tarka Panchanan, supposed to be
the most learned as well as the oldest man in Bengal, being 109
>ears old at the time of his death. He was acquainted in some
measure with the veda, and is said to have studied the vedanta,
the sankhya, the patanjala, the nyaya^ the snnritit the tantra,
havya, the pooranas and other shastras* Mr. Ward also men
tions that Qundulpara and Bhudreshwuru contained eaoh^ about
x>en nyaya schools, and Valee two or three,— aU villages in thia
6— 1326B
58
STATE OF EDUCATION IN BENGAL
district. JEIamilton states that in 1801 there were altogether
about iSOpnvat^ sc hools in which the principles of H^indoo law
were taught by PundIfsT'each school containing from five to
twenty scholars. There is no reason to suppose that the number
of schools is now less, and the enquiries made in 1824 showed
that there were some schools with thirty scholars. According
to the reputation of the teacher is the number of the students,
and in proportion to the number of the students is the -number
of invitations and the liberality of the gifts which thej teacher
receives on the occasion of the performance* of important Religious
ceremonies in Hindoo families. The number of studeiks has
thus a double pecuniary operation. As they always d^ive a
part of their subsistence from the teacher, they are a lyurden
upon his means; and by the increased reputation which they
confer upon him, they enable him to support that burden.
Borne times, however, students capable of living on their own
means return home after school hours; and in other instances,
the more weadhy inhabitants of the town or village are found
to contribute towards the support of poor students whom the
teacher cannot maintain. The first three or four years are
occupied in the study of Sanscrit grammar, and the next six or
eight years in the study of law and logic, with which the
generality of students finish their education, and are thenceforth
classed among learned men, receiving from the teacher when
they are leaving him an honorary title which they retain for life.
There are few Mahomedan schools of learning in this dis-
trict. Omitting reference to that at llugly, supported by the
endowment of Haji Mohammed Mohsin, under the orders of the
Board of Be venue, and about to be extended and improved under
the superintendence of the General Committee of Public Tnstruc-
tion, I find mention made of only one other existing at Seetapore,
a populous town, situated 22' miles in the interior of the district.
It was originally supported by a grant of five rupees' eight annas
per diem, made by the English Government in consideration of
the faithful services of Umsih-ood-din the founder. After his
death, and in consequence of divisions among the surviving
members of his family, who it seems had claim to a part of the
grant for their maintenance, it was limited to Eupees 60 per
month, which, as far as my information extends, it continues
to derive from Government to the present day. According to
STATE OF EDUCATION IN BENGAL
6 ^
Hamilton, in 1801, this college had 30 students who were
instructed in Persian and Arabic, and according to the report
made to the General Committee in 1824, it had 26 students who
were taught only Persian. This institution does not appear ever
to have come under the supervision of the Committee or of any
public officer. The report of 1824 further alleges the existence
of certain lands at Pandua in this district, which should be
appropriated to the support of madrasas, but which have been
diverted from that purpose. It is stated to be a well known
tact that grants were made to the ancestors of the late Mola Mir
Gholam Hyder Miitawali, attached to the shrine of Shah Sufi-
ud-din Khan Shuhid at Pandua^ togetlicr with M(>ia Myn-ud-din
or Mola Taj -ud -din and Mir Gho.am Mustafa, private persons
who had no share in the superintendence. The grants are said
to have specified certain villages or tracts of land to be exclusive-
ly appropriated to the support of three madrasas, in addition to
those granted for the personal benefit of the grantees. The
madrasas were kept up for a generation or two, but through care-
lessness or avarice were afterwards discontinued. It is added
that there were persons then living so well acquainted with the
circumstances as to be able to point out the estates that were
specified in the grants for the support of the madrasas. The
CoLector, in the letter enclosing the report, intimated his inten-
tion to investigate the matter, and in the event of the alleged
misappropriation being substantiated, to pursue the course
directed in Eegulation XIX of 1810. The result of the enquiry
I have not been able to learn.
Elementar y Schools not Indigenous. — Mr. Robert May, a
Christian Missionary, in 1814, established a school in Chinsura
on the Lancasterian plan patronised by Mr. Gordon Forbes, the
British Commissioner at Chin&ura; and in 1814-16 he established
other schooifs in and about the settlement of Chinsura to the
number of sixteen, with an average attendance of 951 scholars,
in the last mentioned year these schools were brought to the
favorable notice of Government, and a monthly allowance of 600
Rupees, afterwards increased to 800, was granted to enable Mr
May to support and extend the system he had introduced. In
1818, when he died, he had thirty-six schools under his superin-
tendence, attended by above 8,000 Natives, both Hindoos and
Mahomedans. In the account of these schools during Mr.
60
STATE OF EDUCATION IN BENGAL
May's management, it is stated that in 1816 he established a
school for teachers, but in 1817 the attempt to rear teachers was
abandoned altogether, as it was found that few or none of the
boys were able or disposed to discharge the duties of instructors
when required. Towards the end of the year 1815, Mr. May’s
schools excited a rivalry among thei Natives, some of whom are
said to have formed similar establishments without impeding the
success of those conducted by Mr. May. All the opposii|ion that
the schools received arose, not from feelings of generall repug-
nance, but of individual interest. The old school- masters finding
that they could not hope to prosper while the villagers cquld get
their boys instructed without cost in the Company’s Schools,
were very excusably hostile to the new establishments and
endeavored to obstruct or prevent them. Thus, in the only
instance in wliicli a, school was violently broken up, it was doni'
by the zemindar at tlie instigation of the old teacher. Mr. IMay
at one time contemplated the probability that, when the Native's
were fully convinced of the utility of the plan of education wiiich
he had established, some means might be adopted whereby every
viL(age might entirely, or at least partly, support its own school.
No attempt, however, certainly no successful attempt of this
kind, appears to have been made. It is doubtful also whether
the rivahy which is alleged to have been excited among the
Natives led to the formation of schools simii<ar to those of Mr.
May; for I find it expressly stated in a report on the Chinsura
schools made in 1823, that the only independent school that had
grown out of the Chinsura schools was one founded by the Rajah
of Burdwan and placed under the control of Mr. May's successor
After Mr. May's death the number of schools and scholars was
reduced; but subsequently in 1821-22, in the reduced number of
schools nearly an equal number of scholars attended. In 1821
the Chinsura schools were placed under the superintendence of
the General Committee, when they were again apparently in a
declining state, in consequence of which some of the members of
the Committee in 1827 expressed doubts as to the utility and
expediency of maintaining them. They were, however, continued
some time longer, but have recently been entirely abandoned by
the General Committee. An offer was made to the Calcutta
Diocesan Committee of the Incorporated Society for the Propa-
gation of the Gospel in Foreign Parts to transfer the building-
STATE OF education IN BENGAL
61
and existing materials of such of the schools as that Committee
should agree to continue, and an occasional supply of books being
also guaranteed by the Committee of Public Instruction, it has
been judged! advisable by the Diocesan Committee to undertake
the maintenance of the six most central among them, which
appear most eligible from their locality and tlie nuiiibers in at-
tendance. The advantages resulting from the Chinsura schools
do not appear to be highly estimated. The system adopted was
in principle the Native one, the practice being modified] according
to that of Dr. Bell. The difference between Mr. May's system
and that of the Native schools is stated to be that in the latter
the boys are taught chiefly by the ear, and in the former they
were taught more by the eye. The number of boys under one
teacher amounted in some cases to 120, and in all he was assisted
by the monitors, tlic ablest boys being (nnployed to tcacli llie
rest. The teachers at first received five rupees for 40 scholars
and one rupee for every 20 more; and afterwards they were all
allowed one rupee for every 10 scholars or ten rupees for 100,
which equalled the amount usually gained by independent school-
masters who receive from ten to twenty rupees a month for 100
or 150 boys. One case is mentioned where the teacher earned
from thirty to forty rupees a month, his school containing 300
boys. In 1817, the practice was adopted of attaching a Pundit
ns a supcriTitendent to every three schools, and they w^ere all
under one head Pundit. The introduction of printed books of
an entertaining and instructive kind and the possible generation
of some small taste for reading, seem to be the chief benefits that
can have resulted from the establishment of the Chinsura schools.
The system of instruction in the six schools retained by the
Diocesan Committee will probably be the same as that pursued
in the other schools already noticed of the same Committee.
A School Society exists at Chinsura, apbarently in connec-
tion with the Bengal Auxiliary Missionary Society, whose report
states that there are three schools for boys at that place having
about 300 scholars in attendance. The progress of the boys is
said to be very pleasing, but I have not met with any other
details respecting them, as the Chinsura School Society does not
appear to publish separate reports o(f its proceedings.
English Colleges and Schools . — The first institution of this
class to be noticed is Serampore College, Serampore is. a Damali
62
STATE OP EDUCATION IN BENGAL
Bettlement, but it is environed by the British territories on which
it has for many years exercised a powerful moral and religious
influence. The institutions of education therefore which it
contains or which emanate from it, cannot be omitted in an
account of such institutions in Bengal.
The Serampore missionaries in August, 1818, submitted a
prospectus of Serampore college to the Marquis of Hastings,
then Governor-General of India, and to the Indian public in
general, which was received with favour and approbation. The
coiJ(‘ge buildings lifive been erected solely at the expensjt^- of llu'
Serampore missionaries, and in 1827 had cost nearly £14,000,
at which date it was supposed that £6,000 more would be rjequired
to finish them. They include apartments for the various Iclassee
of students, for divine worship, and for a library and museum;
and two suites of rooms detached from the central buildings by
a space of forty -eight feet, furnish dwelling-houses for four
professors. A crescent behind at the distance of 300 feet will
when complete furnish accommodation for two hundred native
students. In 1821 his Danish Majesty expressed his approbation
of the institution, and presented a donation of a house and
garden, the rent of which varies from 64 to 80 rupees per month,
to be applied to the support of Serampore college. In England
and in the United States of America, funds amounting to about
60,000 rupees have been subscribed and vested in trustees, the
interest being appropriated to the annual support of the college.
In Scotland £1,300 was contributed, of which at the request of
the donors £500 was applied to the purchase of philosophical
apparatus, and the remainder to the education of native Christian
youths. A legacy of 6,000 rupees was left by Mr. Arthur Bryant
Connor to Dr. Marshman in trust for the college. The late Mr.
Charles Grant having bequeathed a sum of 2,000 rupees to the
Serampore missionaries, they appropriated it to the endowment
of a native tutorship, and his sou, Mr. Charles Grant, having
understood that this sum was inadequate to the object, presented
the college with the additional sum of 2,000 rupees. Several
other friends of the college having also presented to it several
donations to be appropriated as an endowment for tutors who
may in future be appointed from the most eminent of the
students, this fund had increased at the close of 1828 to about
d,000 rupees. Mention is also made in the college reports of
STATE OF BDUOATION IN BISNOAL
69
several sums amounting in all to about 11,000 rupees which had
been entrusted to the college -council, that the interest accruing
from them might be perpetually devoted to its support. An
offer having been made to the council of a grant of land in the
Boonderbuns partially cleared, consisting of about 81 beeghas,
they purchased it for 3,500 rupees, and with exception of small
amount involved in one of the recent mercantile failures, the
rest of the sum has been expended in clearing and embanking the
land. Several thousand beeghas have been cleared and a viillage
consisting of sixty families has arisen on the estate. The council
expect that it will eventually be found sufficiently productive to
clear off the increasing embarrassments lying on the college, and
meet a considerable portion of its expenditure. Up to 1829
sicca rupees 2,48,243 had been expended on the college since its
institution, of which only 92,243 rupees had been furnished by
the public, the remainder being supplied from the private
resources of the Serampore missionaries. The buildings of
Serampore college are held in trust by different gentlemen
residing in India, England, Scotland, and the United States;
and his Danish Majesty has incorporated the college by Eoyal
Charter, granting it power to hold lands, to sue and be sued at
law, and to confer degrees in the various .branches of learning
which may be cultivated there; and allowing the space of ton
years to the Serampore missionaries carefully to digest its laws
and constitution, which after that period are to be unalterable.
The council of the college accordingly propose to frame a body
of statutes and construct such a plan of operation as shall afford
the greatest encouragement for pursuing their studies to the
youths who are on the foundation of the college, and impart to
the native youth who are not Christians the benefit of instruction.
It being deemed necessary as a temporary arrangement to fix
on some definite period of study and some scale of qualifications
which may entitle the students to degrees of honour, the council
of the college have determined that a period of five years shall
be allowed to native students after they have completed their
grammatical studies for the acquisition of Sanscrit and English,
European science and general knowledge, together with a
knowledge of the Christian scriptures which are read daily.
During this period they receive a monthly allowance drawn from
the college-funds and dine in common. At the expiration of
64
STATE OF education IN BENGAL
it they are expected to pass their final examination with a view
of obtaining such degrees of honour as their proficiency may
deserve, and to relinquish the support of the college in order to
make room for the reception of other students on its funds.
Should it happen in the course of time that honorary degrees for
proficiency attained in the college form a recommendation to
places of trust and emolument, it is anticipated that other
native students, not on the foundation but who support them-
selves, may enter their names on the college -books, and, passing
through a regular course of instruction aspire to them with a
view to success in life, and thus extend the beneficial influence
of the institution without increasing its expenditure. \
The primary and avowed object of the Serampore college is
to promote the progress of Christianity in India by giving a
superior education to the children of Christian natives; bv
imparting to a body of native Christian labourers, accustomed
to the climate and acquainted from their infancy with the
language and ideas of their countrymen, that instruction which
may enable them to propagate Christianity in the most effectual
maimer; by training native Christian scholars to improve or
complete the different translations of the scriptures; by opening
the college without restriction to persons of all creeds, and thus
gradually inducing natives of weight to assist in the general
diffusion of Christianity by their influence and support; and by
providing among the professors of the college a body of able and
disinterested men to assist in the work of propagating Christianity
around them.
On the 31st December, 1834, there were in the college 13
European and East-India^n (students; 48 native Christian
students; and 34 native students not Christian. The European
and East-Indian students are taught Hebrew, Greek, Latin,
(Bengalee, and Mathematics, and attend lectures on mental
philosophy, chemistry, and ancient and ecclesiastical history.
The native Christian students and the native students not
Christian 'are taught Sanscrit, Bengalee and English, and they
pursue their studies together in no classification except what is
required from the difference of their attainments. The non-
Christian students are the sons of Brahmans and other natives
residing in Serampore and its vicinity, who neither board in the
college nor do any thing that may compromise their caste, but
STATE OF EDUCATION IN BENGAL
65
attend daily for instruction on their tutors, and at the lectures
delivered in the college. In Latin Cicero, Horace and Juvenal
are read; and in Greek Homer, Xenophon and Demosthenes.
The Bengalee language is sedulously cultivated and the chemical
studies are grounded on a treatise drawn up by Professor Mack
as a text-book. The logical course includes a summary of the
inductive or Baconian system, as well as an analysis of the
ancient or Aristotelian method, and an explanation of the nature,
the varieties, and the laws of evidence; while the divinity course
comprehends a series of lectures on some book of scripture read
in the origina^ language, and on the principles of biblical inter-
pretation.
It appears from one of the reports of the college (Fourth
lieport, 1823, p. 5) that the managers of the institution have
been censured both in India and in England by friends for giving
the native Christian youths, among other things, a thorough
grammatical knowledge of the Sanscrit, the parent language of
their own country. They defend this department of study in
successive reports and by various arguments. In native society,
it is alleged, the possession of Sanscrit learning secures a degree
of respect and consideration which wealth alone is unable to
eoniiiiand; and the (/hristian nalive of India will most effectually
combat error and diffuse sounder information with a knowledge
of this language. The communication, therefore, of a thoroughly
classic Indian education to Christian youth is deemed an import-
ant, but not always an indispensable object; and when com-
municated, it is always in combination with just views of religious
truth and moral obligation, off astronomy, of geography, of general
history, and of the various branches of European science.
It was at one time intended to establish a native medical
class in the college, and the managers in 1822 applied to the
Government for assistance in meeting the expense. The
Governor-General in Council approved the design, and stated
that when a qualified professor was obtained they would take
into favourable consideration the request for assistance. No
medical class appears hitherto to have been established. The
intention was also at one time entertained of forming a class for
the study of Hindoo law, but it has not been carried into effect.
One of the objects to which attention has been directed is the
formation of a library, and in pursuance of this purpose, suitable
66
STATE OF EDUCATION IN BENGAL
persons were sent into various parts of the country, furnished
with lists of such works as had been previously obtained and
with directions to purchase or transcribe any work they met
with not contained in those lists. By this means various works
were brought to light in the popular languages, of which the
existence was scarcely known before. In 1822 the Serampore
missionaries presented to the library about 3,000 volumes, which
they had been assiduously employed above twenty years in
collecting, together with a number for which they had been
indebted to the generosity of various friends in Great Bijitain.
The library has also been enriched by donations of books! from
various friends both in India and England, and it now contains
nearly 6,000 volumes. The philosophical apparatus, already
iiK'ntioned as belonging to the college, is said to be the lai^est
in the country. An observatory has been erected on the central
building of the college, at a height of nearly seventy feet from
the surface of the earth and in a situation where the rumbling
of carriages cannot affect the instruments.
The series of reports of this college in my possession is not
complete, and I may have omitted some particulars essential to
a just view of its objects and utility. It cannot, I think, be
doubted that, independent of its religious aims which are foreign
to the subject of this report, but which are conformable to the
character and pursuits of those with whom the institution origin-
ated, it is, like Bishop’s college, a most valuable auxiliary to the
cause of general improvement. Useful as both these institutions
now are, much more may be hoped from them hereafter than
they have yet been able to accomplish.
The report from this district made to the General Committee,
in 1824, states that there were then some private English schciols
in Hooghly, in which Hindoo teachers gratuitously imparted
instruction to numbers of children. Some of the pu])iJs, although
ill-taught, were said to be then filling situations under Govern-
ment, and acquiring a decent support for themselves and their
families.
There are, I believe, in this district several proprietary
schools for the instruction of the children of Christian parents,
but 1 have no detailed account of them. The principal sohoola
of this class are one for boys and another for girls in connection
with the missionary establishment at Serampore.
STATE OP EDUCATION IN BENGAL
67
In connection with the Chinsurah School Society there is a
free school at that settlement for Portuguese children : a consider-
able number of Bengalee boys are also admitted to ieam English.
It was founded by Mr. Gordon Forbes, the British commissioner;
and after Chinsurah again became a Dutch settlement, that
Ciovemment allowed it 50 rupees per month in addition to
voluntary subscriptions. Since the final cession of the settle-
ment to the English, the allowance of 50 rupees per month has
been continued on condition that it should be considered to be
placed under the superintendence of the General- Committee.
The last account of this school (1835) states that the attendance
IB now compeuratively small, but that the progress of the boys
in the English language and in general knowledge is very satis-
factory. This free school has a female department for the
mstruction of Christian girls of whom there are 24 on the books.
It is conducted by the wife of one of the missionaries at her own
house with the assistance of a European woman who teaches
nredlo-work. The progress of the children is encouraging.
A public school has recently been established at Chander-
nagore, in which instruction is proposed to be communicated in
the French, English, and native languages. It is supported by
some of the principal functionaries of the settlement, and the
Pondicherry Government has agreed to contribute a fixed sum
annually to the school. With this exception it is wholly support-
ed by private subscription, no fee or payment of any kind being
taken from the scholars. The system is to admit boys of every
class and colour without distinction, and in order not to offend
the prejudices or alarm the fears of the natives, it is a principle
not to mix up religion with the instruction afforded, in this
respect imitating the Hindoo college Some difficulty has been
experienced in procuring a competent teacher in French and
English, but in the mean time instruction is given in native
languages.
Native Female Schools . — ^The first attempt in Bengal, and
1 suppos e in India, to instruct Native girls in an organised
school was made by Mr. May in this district in 1818. Th that
year he opened a girls' school, I believe, at Chinsura, but i t
o ffere d So little prospect of success, that its continuanc e wa a
discountenanced by Government.
68
STATE OF EDUCATION IN BENGAL
There appears to have been foirmerly a Bengalee female
school at Hugly, which has recently been removed to Chinsura.
The number in attendance is from 21 to 25, and it is said to
afford more encouragement to perseverance than any female
school previously established at that station. This probably
refers to the unsuccessful attempt in 1818 by Mr. May. The
expense of the present school is said to be considerable, but it
cannot be reduced without injury to its efficiency. Perfect con-
fidence is not expressed as to the result. Time ooily, it is said,
will prove whether the benefit will eventually be adequate to
the sacrifice. This school appears to be in connection with the
Chinsura Schoo: Society and thereby with the Bengal Auiiliary
Missionary Society. '
Native female schools were begun by the Serampore misfeicni-
aries at that settlement in 1823, and there are now two in oper-
ation, one called the central school containing 138 girls, and a
second called the Christian village school containing 14. After
being able to read, the children are exercised in the catechism
and in writing on palm-leaves, and read the child's first book,
conversations between a mother and daughter, the history of
the Bible, and Aisop’s fables in Bengalee. They are next taught
to write in copy-books, and read the New and Old Testaments,
the Indian youth’s magazine and Pearson's geography. They
are also made familiar with the tables of Bengalee arithmetic.
Nothing is learned by rote. Eecently young Christian widows,
who were themselves educated in the Missionary schools, have
been employed as teachers. More than half the girls of the
central school are composed of very young children, affording
excellent materials for an infant school.
SECTION V
The District of Burdwan
Population.— Burdw an, in proportion to its extent, is consi-
dered the most productive and populous territory of India. It is
surrounded by the jungles of Midnapore, Pachete, and Birbhoom,
appearing like a garden in a wilderness. In the year 1813-14,
Mr. Bayley, then Judge and Magistrate of Burdwan, endeavored
to ascertain the exact number of inhabitants within bis jurisdio-
STATE OF EDUCATION IN BENGAL
60
tion. His first object was to obtain returns olf the population of
numerous villages and towns situated in the western parts of
Bengal, with a view of ascertaining the general average propoi*
tion of inhabitants to a dwelling, and from the returns of ninety -
eight towns and villages, situated in various parts of the districts
of Burdwan, Hugily, Midnapore, Birbhoom, and Jungle Mehals,
an average was deduced of five and a half inhabitants to a liouse.
Mr. Bay ley next proceeded to ascertain the actual number of
dwelling-houses in the district of Burdwan, distinguishing them
as occupied by Hindoos and Mahomedans respectively; and the
result was that the district contained 262,634 dwelling-houses,
of which 218,853 were occupied by Hindoos, and 43,781 by
iMahomedans. Allowing five and a half inhabitants to each
dwelling, the total population was thus estimated at 1,444,487
persons, of whom the proportion of Hindoos to Mahomedans is
as five of the former to one of the latter. Another statement
exhibited the total Hindoo population of 26 villages in the district
of Burdwan amounting to 40,238, of whom 7,382 males were
below sixteen years of age, and 6,208 females were below twelve
yc'fU’s of agi\ Viwi of Xhr distriei' of Jungle jVh'lials lias recently
been united to that of Burdwan, but the population of the farmer
district, which was formed in modern times by sections from
the districts of Burdwan, Midnapore, Kamghur, etc., does not
appear to have been even conjecturally estimated.
Indigenous Elementary Schools. — Mr. Bayley did not extend
his enquiries to the state of education, but Hamilton states that
there are few villages in this district in which there is not a
school where children are taught to read and write; and that the
children of Mahomedan parents receive their education in the
common branches from the village sc.hool-masters. No dfdailcd
account is given of the system of village -schools, but there is no
doubt that it is substantially the same as that which has already
been described.
Elementary Schools not Indigenous . — Under the superin-
tendence of the Missionaries of the Church Missionary Society,
there were in 1834 nine schools, five of which were supported by
the Society, and four by the subscriptions of residents at the
station of Burdwan, who contribute rupees sixty monthly for
this object. In these schools there were 754 boys receiving daily
instruction, half of whom read the scriptures, Pearson’s geography
70
STATE OF EDUCATION IN BENGAL
catechisms, bible history, etc. The Natives in the vicinity of
Burdwan are said to be fully convinced of the beneficial effects
of these schools, and to show a great desire every where to have
them established for their children. In several instances the
chief men in the village have offered to build a school-house.
At Bancoora, in cormection with the same Society, there
were seven schools, but in consequence of the departure of the
gentlemen in the Civil Service, occasioned by the junction of
the Jungle Mehals to the district of Burdwan, the subscriptions
in behalf of the schools were mostly withdrawn, and three schools
were necessarily discontinued. A new subscription has 'been
opened, and four schools, with about 350 children, are kept up
under the care of a catechist. The gospels and other useful
books are read and geography is taught. Petitions are stated to
have been presented by the inhabitants of some of the neighbor-
ing villages, begging that now schools might be established
among them.
At ('vbia is a circle of schools in an improving state, also
under the superintendence of a missionary of the same Society
in 1834, the number of boys was greater than was reported the
preceding year, but the actual number is not mentioned in the
report before mo. More than half of the boys are conversant
with the scriptures. One of' the schools at this station kept on
the premises of a respectable Brahman, is stated to have generally
in attendance from 90 to 100 boys daily.
J’here is also an elementary school for Native boys, or a
circle of such schools, at Cutwa in connection with the Baptist
Missionary Society, but I have not met with any detailed account
of tiiem.
Indigenous Schools of Learning . — ^Hamilton says that in this
district there are no regular schools for instruction in, the Hindoo
or Mahomedari law, and that the most learned pro’fessors of the
fonner are procured from the district of Nuddea on the opposite
side of the Hugly. The same remark may be applied to this
statement that has already been made with reference to the state
of learning in Midnapore. All that can be fairly understood
from it is not that there are no Native schools of learning in the
district, but that there were none known to the writer, or to the
public officer on whose authority the author relied. It is exceed-
ingly improbable, from the analogy of other districts, that there
STATE OF EDUCATION IN BENGAL
71
are not some of those domestic schools of Mahomedan learning
already described, and still more improbable that in a population
of which five-sixths are Hindoos, there should not be a st’ll
oreater number of schools of Hindoo learning.
The following references to institutions of learning in this
district were extracted from the proceedings of the Board ot
Eevenue at Calcutta, and first published in the memoir prepared,
at the India House, which I have mentioned as one of n.y
authorities : —
Jn September, 1818, the Collector of Burdwan was required
to report upon a pension of rupees 60 per annum, claimed hy
Bambullubh Bhattacharjya, for the support of a religious institu-
tion and seminary. The Collector deputed his ameen to the
spot, to enquire whether the institution on which the jiension
was claimed was sti.il maintained. The ameen reported that the
institution appeared to be kept up, that the number of scholars
generally enterlained was about five or six, and that the allow-
ance had been sanctioned by the Government during the joint
lives of Rambullubli Bhattacharjya and his deceased brother.
Under these circumstances, the Bevenue Board considered the
claimant entitled to the full amount of the pension during his
life, or as long as lie should continue to niiproprkito it fail li fully
to l^e purj^oses for which it was originally granted. They ac-
cordingly authorized the future payment of this pension to Ram-
bullubh Bhattacharjya, and the discharge of all arrears which
had accrued subsequently to the decease of the claimant s
brother.
In March, 1819, the Collector of Burdwan applied to the
Revenue Board for instructions respecting certain payments to
a mus]id and madrasa in the district, respecting which a suit
had been instituted in the Calcutta Court of Appeal, and the
question ordered by that Court to be determined by the Collector
under Regulation XIX. of 1810. The establishment in question
was in the hands of Mussil-ud-deen, who was called upon to
produce his accounts, which he appears not to have done satis-
factorily. The Collector, therefore, sent his ameen to the place
to ascertain to what extent the establishment was kept up. That
officer reported favourably of the establishment on the authority
of the inhabitants of the village in which the madrasa was
situated, but without any documents to corroborate his state-
72
STATE OF EDUCATION IN BENGAL
ments. Under these circumstgunces, the Revenue Board desired
the Collector to take an opportunity of visiting the spot, in order
that he might himself ascertain the grounds on which a decision
might be come to. Nothing further appears relating to this
madrasa.
In July, 1823, the Revenue Board reported an endowment
for a College in Burdwan of 254 sicca rupees per annum, which
was communicated to the General Committee of Public Instruc-
tion.
English School ^, — There is an Engnsh school at Buriiwan
in connection with the Church Missionary Society. In IBSk, it
was not in a very flourishing condition, in consequence of' its
temporary removal to the mission- premises two miles from the
town, whilst a new school-house was building. To assist m
building tliis scliool-liouse, the guardian and immediate relatives
of the young Rajah of Burdwan contributed 1,500 rupees, and
the young Rajah himself received an hour's tuition dailj frojn
one of the missionaries. The new school is situated in t' e
centre of the town, and has recently been opened with an
attendance of 32 boys, a number which it was supposed wou.d
bo doubled or trebled in a few weeks. A desire to learn English
18 growing daily, and especially amongst the' higher class of
natives. ^
At Bancoorah^ fifteen of the best scholars of one of the
elementary schools, have commenced reading easy lessons in
English. In December, 1834, there was an urgent demand for
an English schooi -master at this station. Forty or fifty promising
young men, of whom some already knew to read, were waiting
for a teacher; and a benevolent person at the station was ref,dy
to contribute from 50 to 80 rupees monthly towards the expenses
of the school. It is probable that this want has been supplied
and that the school is now in operation.
At Culna in connection with the Church Missionary Society
there is an English school which in 1834 averaged upwards of
30 boys in daily attendance. The latest account (March, 1886)
states that jme school was on the increase, there being then 66
students upwards of 20 more having promised to attend.
The BchoiarB have to pay a small Bum for the instruction they
receive in this school.
STATE OF BI>U0ATION IN BENOAIi
73
Native Female Schools , — ^The European ladies at Burdwan,
in connection with the Calcutta Ladies* Society, support a school
which has from 60 to 80 girls in attendance. The Superinten-
dent is an able teacher who had been employed in the Calcutta
Central School, and besides her there are three sircars and three
monitors employed with the different classes. The instruction
appears to be exclusively religious. Ihe progress of the children
is slow and the attendance irregular.
There was a girls’ school at Bancoora, which, in consequence
of the removal of all its supporters from the station, has been
discontinued.
At Gulna there is a girls* school attended by 51 scholars.
The instruction is of the same character as in the school at
Burdwan.
At Guiwa, in connection with the Calcutta Baptist Female
School Society, there is a girls* school with about 30 scholars
who, after learning the alphabet, etc., are instructed to write,
commit to memory different catechisms and portions of scrip-
tures, and read the gospels, parables, history of Joseph,
geography, etc., etc. The attendance is very irregular.
SECTICiJ VI
Tee District of Jebsorb
Population . — ^In 1801, the district was estimated to contain
1,200,000 inhabitants, in the proportion of nine Mahomedans to
seven Hindoos. The southern portion of this district is in the
JSi )onderbuns, and is composed of salt marshy islands, formed by
tli(3 alluvium and successive changes of the channels of the
Ganges, and covered with wood.
Indigenous 8chool&.—l have met with no reference to
indigenous schools, either elementary or learned, in this district,
but it is beyond all question that the number of both amongst
Hindoos and Musalmans is considerable. This district is a
perfect entire blank in as far as information regarding the
Elate of indigenous education is concerned.
Elementary Schools not Indigenous.— The Serampore
missionaries have four schools in connection with their mission
m this district; one at Neelgunge, attended by about 25 boys;
8— 1326B
74
STATE OF EDUCATION IN BENGAL
a second at Sahibgunge, the sudder station, attended by 14; a
third at Poolaghat, attended by 20; and a fourth at Bhurasapore^
a Christian village, attended by 12 Christian children; in all 63
scholars. These schools do not prosper owing to the prevalence
of sickness and death among the children. A few boys, frorrj
twelve to sixt(jen years of age, read Christian books and improve
in Christian knowledge.
In the ninth report of the Serampore College (1830) mention
is made of certain endowed schools in Jessore, of which|l find no
detailed account in that or in any other publication. \They are
stated to have been carried forward in nearly the same rpanner as
in the preceding year; and the late Judge of the district, after
examining them, expressed his satisfaction with the progress
they had made.
English School . — The baboos Roy Kalinath Chowdry and
Bykoonthanath Chowdry have established an academy near
Takee, a village about forty -five miles east from Calcutta on the
western banks of the Jumoona, where they reside and have
property; and Jiave placed it under the management of the
missionaries of the General Assembly of the church of Scotland
Three spacious liouses have been erected for the accommodation'
of the scholars, in which the English, Persian, and Bengalee
classes were opened in June, 1832. The original plan contem-
plated ihe cultivation of Sanscrit and Arabic literature, but
instruction appears to have been hitherto exclusively given in
the three first mentioned languages, and of these the Persian is
in disrepute both with the teachers and scholars. Such is the ;
avidity for learning in Ta*kee and its vicinity, that no less than
840 boys were admitted in the first three days, the instruction
being wholly gratuitous. The system of teaching adopted is the
same as that which has been pursued in the General Assembly’s
school in Calcutta. At the first annual examination it appeared
that the average daily attendance throughout the year had been
about 240. Care is taken not wantonly to provoke the peculiaJ
prejudices of Hindoos, but the principles of Christian morals are
constantly inculcated. At the end of 1833, the school seemed
all but ruined by a fever which swept away nearly one-tenth ol
the boys, and reduced the rest to such a state of debility that
more than 20 or 30 could be found in a fit state to attend school*
The school, however, soon recovered, and at the second annual
STATE OF EDUOATIOK IN BENGAL
76
examination exhibited great improvement. The scholars never
having heard the English except as spoken by educated Euro-
peans, are said to converse in it with a precision and purity of
pronunciation very uncommon among the native youth, and to
show a marked superiority in intelligence and acuteness over
those who have received the elements of education through the
medium of Persian. A high degree of praise is due to the native
gentlemen who have established this institution and by whom
it is chiefly supported.
SECTION VII
The Disthict of Nuddea.
Population . — In 1802, the Collector reported that, in the
district of Nuddea, there were then 5,749 hamlets and villages
supposed to contain 127,405 houses, which at six persons to a
liouse would give 764,430 inhabitants, of which number he sup-
posed 286,661 were Mahoinedans, but, from the returns of other
districts since made with increased accuracy, it is probable that
the above sum total is much under the real amount. Since
that date also the district appears to have received a consider-
able accession of territory.
Indigenous Elementary Schools . — ^In none of the authorities
or publications to which I have the means of referring, do I find
the slightest reference to indigenous elementary schools in this
district, although no doubt can be entertained of the existence
of such institutions in considerable numbers in this as well as in
other districts of Bengal.
Elementary Schools not Indigenous . — The Missionary of the
Oiiurch Missionary Society at Kishnaghur has the charge of three
schools at that station and six at Nuddea. There are about 500
boys in attendance, and several of them have made considerable
I)rogres8 in the knowledge of the books they are reading. At the
suggestion of the Missionaries of this Society, several Indigo
i^lanters have been induced to establish schools near their
factories.
Indig enous Schools of Learning.— The town of Nuddea was
the‘“5I^tal of Hindoo prlnSpalityTmt^^^^ to the Mahomedan
76
STATE OF EDUOATIOK IN BENGAL
conquest, and in more recent times it has been a seat of Brah-
manical learning. Hamilton remarks that, as a seat of learnings
it must have apparently declined to a very obscure condition,
as in 1801 the Judge and Magistrate, in reply to the Marquis
Wellesley's queriesi declared that he knew not of any seminaries
within the district in which either the Hindoo or Mahomedan
law was then taught. This statement curiously contrasts with
the following details, and affords another illustration of a remark
already made, that the educational institutions of the Hint^oos
have sometimes been most strangely overlooked. \
The celebrity of Nuddea as a school of Hindoo learning is
wholly unconnected with any notion of peculiar sanctity as \in
the case of Benares. Its character as a university was probably
connected with the political importance which belonged to it about
the time of the Mahomedan invasion, as it seems to have been
for a time the capital of Bengal. The princes of Bengal and
the latter rajahs of Nuddea endowed certain teachers with lands
for the instruction and maintenance of scholars, and the support
thus given to pundits and pupils attracted a number of Brahmans
to settle there, and gave a reputation to the district. The loss
of all political consequence and the alleged resumption of most
of the endowments have very much diminished the attraction
of the site, but it still continues a place of learning and extensive
repute.
In 1811, Lord Minto, then Governor- General, proposed to
establish a Hindoo college at Nuddea and another in Tirhoot, and
set apart funds for that purpose. The design, however, was
finally abandoned in favour of that of forming a similar institution
on a larger scale, the present Sanskrit College in Calcutta. In
the course of the correspondence which took place between
Government and the Committee of Superintendence provisionally
appointed for the proposed college at Nuddea, the Committee
stated, under date 9th July, 1816, that there were then in Nuddea
46 schools kept and supported by the most learned and respect-
able pundits of the place, who invariably taught at their houses
or in the tola attached to them, where the pupils were all lodged
partly at their own expense and partly at the expense of their
preceptors. The total number of pupils who were at that time
so circumstanced amounted to about 380; their ages averaging
between 25 and 35 years. Few, it was observed, commenced
STATE OP EDUCATION IN BENGAL
77
their studies until they had attained the age of 21 years, and
they often pursued them for 15 years, when, having acquired a
perfect knowledge of the shastra and all its arcana, they returned
to their native homes and set up as pundits and teachers them-
selves.
In 1818, Mr. Ward enumerated 31 schools of learning at
Nuddea, containing in all 747 students, of whom not fewer than
five studied under one teacher. So many as one hundred and
twenty-five students are stated to have been receiving the instruc-
tions of one teacher at the same time, but the accuracy of Mr.
Ward’s information in this particular may be doubted. The
principal studies were logic and law, and there was only one
school for general literature, one for astronomy, and one for
grammar. The following are the details in Mr. Ward’s words : —
“ Nyaya Colleges. — Shivu-Nat’hu-Vidya-Vachusputee has
one hundred and twenty -five students. Eamu-Lochunu-Nyayu-
Vhooshunu, twenty ditto. Kashee-Nat’hu Turku-Chooramunee,
thirty ditto. Ubhuyanundu-Turkalunkaru, twenty ditto. Eamu-
Shurunu-Nyayu-Vageeshu, fifteen ditto. Bhola-Nat’hu-Shiro-
munee, twelve ditto. Eadha-Nat’hu-Turku-Punchanunu, ten
ditto. Eamu-Mohunu-Vidya-Vachusputee, twenty ditto. Shri-
Eamu-Turku-Bhooshunu, twenty ditto. Kalee-Kantu-Choora-
munee, five ditto. Krishnu-Kantu-Vidya-Vageeshu, fifteen ditto.
Turkalunkaru, fifteen ditto, Kalee-Prusunnu, fifteen ditto.
Madhubu-Turku-Siddhantu, twenty-five ditto. Kumula-Kantu-
Turku-Chooramunee, twenty-five ditto. Eeshwuru-Turku-Bhoo-
flhunu, twenty ditto. Kantu-Vidyalunkaru. forty ditto.
Law Colleges. — ^Eamu-Nat’hu-Turku-Siddhantu, forty
students. Gunga-Dhuru-Shiromunee, twenty -five ditto. Devee-
Turkalunkaru, twenty-five ditto. Mohunu-Vidya-Vachusuputee,
twenty ditto. Gangolee-Turkalunkaru, ten ditto. Krishnu-
Turku-Bhooshunu, ten ditto. Pranu-Krishnu-Turku-Vageeshu,
five ditto. Poorohitu, five ditto. Kashee-Kantu-Turku-Choora-
munee, thirty ditto. Kalee-Kantu-Turku-Punchanunu, twenty
ditto. Gudadhura-Turku-Vageeshu, twenty ditto.
Colleges where the Poetical Works are read* — Kalee-Kantu-
Turku-Chooramunee, fifty students.
Where the Astronomical Works are read.— Gooroo-Prusadu-
Biddhantu-Vageeshu, fifty students.
78
BTATB OF education IN BENGAL
Where the OTammar is read. — Shumboo-Nat'hu-Choora-
munee, five students.”
In 1821, the junior Member and Secretary of the General
Committee of Public Instruction H. H. Wilson, Esquire, in
prosecuting a special investigation on which he was deputed,
collected at the same time some general information respecting
the state of learning at Nuddea. At that period Nuddea con-
tained about twenty -five establishments for study. Thesi are
called tols, and consist of a thatched chamber for the pundit and
the class, and two or three ranges of mud-hovels in which\ the
students reside. The pundit does not live on the spot, but cc^ea
to the tol every day on which study is lawful at an early hour
and remains till sunset. Tlie huts are built and kept in repair
at his expense, and he not only gives instructions gratiiituously
but assists to feed and clothe his class, his means of so doing
being derived from former grants by the rajah of Nuddea, and
presents made to him by the zemindars in the neighbourhood at
religious festivals, the value of which much depends on his
celebrity as a teacher. The students are all full-grown men,
some of them old men. The usual number in a tol is about
twenty or twenty -five, but in some places, where the pundit is
of high repute, there are from fifty to sixty. The whole number
is said to be between 500 and 600. The greater proportion con-
sists of natives of Bengal, but there are many from remote parts
of India, especially from the south. There are some from
Nepaul and Assam, and many from the eastern districts, especial-
ly Tirhoot. Few if any have means of subsistence of their own.
Their dwelling they obtain from their teacher, and their -clothes
and food in presents from him and the shop-keepers and land-
holders in the town or neighborhood. At the principal festivals
they disperse for a few days in quest of alms, when they collect
enough to sustain them till the next interval of leisure. The
chief study at Nuddea is nyayii or logic, there are also some
establishments for tuition in law, chiefly in the works of Eaghu-
nandana, a celebrated Nuddea pundit, and in one or two places
grammar is taught. Some of the students, particularly several
from the Dekhin, speak Sanskrit with great fluency and correct-
ness
The account by Mr. Wilson is the latest and probably the
most correct of the state of learning at Nuddea. The variations
STATE OF BDUOATIOil IN BENGAL
79 '
in the number of colleges and students at the different periods are
deserving of attention. According to the respective authorities
there were in 1816 forty-six schools and 380 students; in 1818
thirty-one schools and 747 students: and in 1829 twenty -five
schools, containing from '5 to 600 students. It would thus appear
that, within the last twenty years, the number of schools has
diminished, and the number of scholars has upon the whole in-
creased. This would seem to support the inference that there is
now, in the class from which students are drawn, an increased
disposition to study Hindoo learning, accompanied by a diminished
ability or inclination in the class by which the colleges are prin-
cipally supported, to incur the expense of encouraging new tols
proportioned to the increased number of students.
Several of those schools of Hindoo learning in Nuddea are
supported or aided by small annual allowances from the British
Government. Thus in 1813, Ramchandra Vidyalankara who
enjoyed an annual allowance of Rupees 71, in consideration of
his keeping up a chaupari or seminary, died. Application was
shortly afterwards made to the Collector of the district, and by
him referred to the Revenue Board, for the assignment of his
allowance to a native who claimed it as the heir of Ramchandra
Vidyalankara, but the proofs of his right of succession or quali-
fications not being satisfactory, it was not granted to him. In
1818, Balanath Siromani preferred a claim to this allowance as
the son of Ramchandra Vidyalankara and his successor in the
chaupari. On reference of this claim to the Revenue Board,
the Collector was ordered to ascertain whether Balanath Siromani
did actually keep a seminary in Nuddea; and it appearing on
enquiry that he kept a chaupari, in which he educated eight
pupils in the tarka or nyayu shastra, the Government determined
m June, 1820, that the pension of Rupees 71 should be continued
to him and the arrears paid up.
In June, 1818, application was made to the Revenue Board
through the Collector of Nuddea, on behalf of Sivnath Vidya-
Vachaspati, for a pension or allowance of Rupees 90 per annum,
which had been enjoyed by his father Sukra Tarkavagis, in consi-
deration of his maintaining a seminary in Nuddea. The Board
ordered the continuance of the pension and the payment of
< arrears.
80
STATE OF EDUCATION IN BENGAL
In November, 1819, an application was made through the
Collector of Nuddea to the Board of Be venue, on behalf of Sriram
Siromnai, for a pension or allowance of rupees 36 per annum, in
consideration of his keeping up a chaupari or seminary at Nuddea,
which had been founded and endowed by the rajah of Nattore.
It was in this case also ascertained that Sriram Siromani did keep
up the seminary in which there were three pupils, and the allow-
ance together with the arrears was accordingly ordered/ to be
paid to him. I
A similar decision was passed in 1819 in favour of Barn jay a
Tarkabangka, confirming to him an annual allowance of rupees
62, in consideration of his continuing to maintain a seminary in
Nuddea in which he educated five pupils.
In 1823, it was represented to the Board of Be venue that a
Native College existed in the town of Nuddea in which Bain-
chandra Tarkavagis taught the puranas, on account of which he
petitioned for the annual pension or allowance from Government
of sicca rupees 24, which had been enjoyed by his father while
resident in Bajshahy, and which he solicited might be continued
to him in Nuddea. The Bevenue Board directed their nazir to
make enquiry as to the facts stated, and to report the result.
He accordingly reported that Bamchandra Tarkavagis did keep a
seminary in the town of Nuddea in which he maintained and
instructed in the shastras 31 students, of whose names a list was
delivered in, and that he had done so for nine years then last
past. Under these circumstances, the Board recommended and
the Government determined that the pension should be continued
to Bamchandra Tarkavagis, and the arrears which had accrued
since the death of his father be paid to him.
In 1829, the Committee of Public Instruction received orders
to examine and report upon a petition to Government from
certain students at Nuddea, claiming the restoration or conti-
nuance of an allowance amounting to 100 rupees per month.
The Committee deputed their junior Member and Secretary, and
ascertained that all those students who came from places more
than three days’ journey from Nuddea had hitherto depended
very much upon this grant from Government which gave them
from twelve annas to one rupee a month, and nearly sufficed to
procure them food. The amount of the grant that reached the
students was in fact but 90 rupees, 10 being set apart for some
STATE OF EDUCATION IN BENGAL
81
ceremony. The number of foreign students was generally
between 100 and 150, and there were about the latter number at
that time at Nuddea awaiting the result of their petition. If not
complied with, they would have found it necessary to quit the
place. Mr. Wilson made particular enquiry of the students with
respect to the distribution of the allowance, and entire satisfac-
tion was uniformly expressed on this subject. A petty suraf or
podar accompanied by one of their number is deputed to receive
the allowance at the Collector's Treasury. On his return he
divides it among the foreign students whose presence in the town
is perfectly well known. The podar, whom Mr. Wilson saw,
keeps a shop for the sale of grain, and supplies the students with
food, advancing them occasional maintenance on the credit of
their monthly allowance. They are commonly in his debt, but
he is too unimportant a personage, and the students are too
numerous, and as Brahmans too influential, for him to practice
any fraud upon them. The allowance, he has, no doubt, is fairly
distributed; and although the value of the learning acquired at
Nuddea may not be very highly estimated by Europeans, yet it is
in great repute with the Natives, and its encouragement even
by the trifling sum awarded is a gracious and popular measure.
There can be no doubt of its being a very essential benefit to
those students who have no other fixed means of support. On
Mr. Wilson’s report it was determined to continue the allowance
of rupees 100 per month to the petitioners.
Little is said by any of the authorities to which I have
referred of the schools of learning in this district beyond the town
of Nuddea; but there can be no doubt that such exist at Banti-
poTBy Kishnaglfiur y and other places within the district. Mr.
Ward mentions transiently that, at Koomaru Hutta and Bhat-
para, villages in this district, there are perhaps seven or eight
such schools. At Bantipore there was formerly a small Govern-
ment endowment which appears to be at present in abeyance.
In 1824 > an application was made through the Collector of
Nuddea to the Board of Eevenue by Devi Prasad Nyayuvachas-
pati Bhattacharyya, as the brother of Kali Prasad Tarkasiddhanta
Bhattacharyya, who had died in the preceding year, for an annual
allowance or pension of sicca rupees 156-11-10, in consideration
of his keeping a seminary in the town of Santipore. Enquiries
were made as to the character of the deceased who is stated to
82
STATE OP education IN BENGAL
have been a pundit of great ability, having when he died about
10 students under tuition. It also appeared by the evidence
produced on the occasion that the brother and present claimant
assisted the deceased in the tuition of his students who resided
with him, and that they read the dharma ahastra or works on
law. The information thus produced not seeming to the Board
of Revenue satisfactory, the Collector was directed to make
further enquiries resi^ecting the origin and the extent of the
endowment and the service rendered, but his final report dies
not appear on the records. \
1 have already mentioned the nature of the report, made by
the Judge and Magistrate of this district in 1801, that there wei^
no seminaries within tlie district in which eitlier the Hindoo ot
Mahomedan law was taught, and 1 have met with no direct
evidence to establish the existence of any Mahomedan institu-
tions. With a considerable proportion, however, of Mahomedan
population it seems exceedingly improbable that they should be
entirely destitute of such institutions of education as are found
to exist in other districts.
Native Female Schools ,^ — ^At Kiehnaghur in 1834 the Calcutta
Ladies' Society had a Native female school at which forty girls of
good family attended; and at Nuddea there was a similar school
containing about forty scholars. But the schools at both these
places were about to be abandoned from want of funds, no suffi-
cient local aid being afforded them.
SECTION yill
The District of Dacca, Jklalpoor, including the City of Dacca
Population . — In 1801, the total population of the district was
computed at 938,712 inhabitants, one-half Hindoo and the other
half Mahomedan. A portion of this population consists of
slaves, and the sale of persons in a state of slavery is common
throughout the district. On these occasions regular deeds of
sale are executed, some of which are registered in the Court of
Justice; and when an estate to which slaves are attached is sold
privately, the slaves are commonly sold at the same time>
although a separate deed of sale is always executed. In the
STATE OP education IN BENGAL
criminal calendars generally more Mahomedans than Hindoos
are to be found, but in civil suits the latter form the majority.
The Gaur or Bengalee language is spoken with the greatest
purity in this district, but the men of rank becoming ashamed
of their peculiar accent, endeavour, it is said, to imitate the
less correct pronunciation of Calcutta, the modern metropolis.
A census of the population of the city of Dacca was made
in 1830 by H. Walter, Esquire, Judge and Magistrate, and an
abstract of the results was published in the Gleanings of Science
tor March, 1831, vol. III., p. 84. According to Hamilton the
population was estimated in 1801 by the Magistrate of that time
at 200,000. in the proportion of 145 Mahomedans to 130 Hindoos;
and Bishop Heber in 1823 supposed that it contained 90,0(X)
houses and 300,000 inhabitants. '|(be actual census shows a
population of only 66,909 persons, of whom 31,429 were Hindoos
and 3'5,238 Musalmans, the remaining 322 being Armenians,
Greeks, Portuguese and French. Amongst the Native inhabit-
ants the proportion of inhabitants to a house was 4^. Of the
males 10,024 and of the females 7,634 were under 16 years of
age. It is considered that the population of Dacca must have
fallen off very rapidly since the opening of the free trade, for
the chowkeedaree tax when instituted in 1814 was levied upon
21,361 houses, and the amount collected at an average of two
annas per house maintained nearly 800 police chowkeedars;
whereas in 1830» the number of houses actually assessed amount-
ed only to 10,708, and the number of chowkeedars maintained,
to 236. Hence in 16 years a diminution in the population of
about one-half may be assumed. This falling off is mainly attri-
butable to the gradual decrease of the manufacture of those
beautiful cotton fabrics for which Dacca was once without a rival
in the world. Coarse cotton piece goods still continue to be
manufactured, thoiigh, from the extreme cheapness of English
cloth, it is not improbable that the Native manufacture will ere-
long be altogether superseded.
Indigenous Elementary Schools . — ^Hamilton states that
throughout this district there are many Hindoo schools in which
the rudiments of the Bengalee language are taught. A public-
officer, in reply to the circular queries of the General Committee'
of Public Instniction, states that the only mode of instruction
carried on by Natives is by means of domestic teachers emploj^ed
84
STATE OF EDUCATION IN BENGAL
by opulent Natives exclusively, for their own families, but to
whose instructions, as a favour, they admit a few of the children
of their own domestics. It is added that a few of the middle
ranks of society provide an imperfect education for their children
by contributing a supply of rice and other articles of consump-
tion to a domestic teacher, from whose instructions the children
of those neighbours are excluded who may either be unable or
unwilling to afford their share. From these statements, and
from the preceding account of the depressed state of the principal
manufacture of district, it may be inferred that popular instruc-
tion is at a very low ebb. \
Elementary Schools not Indigenous . — For more than eigliteeu
years an extensive circle of schools has been maintained in a
high state of efficiency in Dacca, under the superintendence of
a missionary connected with the Serampore mission. For a consi-
derable time the schools were supported by a local Society in
correspondence with the Directors of the mission; but for some
jears past their expense has been met only in part by subscrip-
tions in Dacca, and the deficiency has been supplied from
Serampore. This change is ascribed to the cause already men-
tioned. the gradual decline of Dacca which has fallen in import-
ance both through the loss of trade and the curtailing of the
Courts of Justice. The European society is no longer either in
number or circumstances what it was a few years ago. Those
who compose it, however, still take a lively interest in the progress
■of education.
. The schools for Native boys are eight in number, dispersed
throughout the suburbs of the city, and giving instruction to
about 697 scholars who receive a useful and Christian education
in the Bengalee language. At first a strong prejudice existed
against the schools, but now the children crowd to them and
receive Christian instruction with delight. On occasion of the
last annual examination in December, 1034, a gentleman, who
had taken an active part in eighteen previous annual examina-
tions of the same schools, stated that the last excelled all that
ihad gone before, although a large proportion of the children had
been admitted since the examination in 1833. The entire number
of boys attending the schools has been renewed at least six times
since their first establishment, and thus each set of boys must
have remained at school about three years.
STATE OF EDUCATION IN BENGAL
85
Indigenous Schools of Learning . — ^Hamilton speaks of
certain schools in the district in which the principles or rather
the forms of Hindoo religion and law are taught, but I have not
been able to trace any further details respecting them. I find
not the remotest reference to Mahomedan schools in a district
remarkable for a large proportion of Moslem inhabitants.
The public functionaries in 1823 reported to the General
Committee that no grants or endowments of any description for
the purpose of education were known to exist in the district.
English School . — In connection with the Serampore mission
there in an English school attended chiefly by poor Christian
children of both sexes, 28 boys and 7 girls. It was instituted
especially for the poor neglected children of the Greek and
Armenian population of Dacca, both which communities have
churches in the city. It has always had also some Eoman
Catholic and Protestant scholars, and lately it has been opened
to natives of whom six are in attendance. They are taught
reading, writing, spelling, arithmetic, and translating into
Hindoostanee. The school is conducted on the Lancasterian
plan, and is considered a branch of the Calcutta Benevolent
Institution.
Native Female Schools . — ^There are eight Native female
schools, in which 249 girls and young women are instructed in
Bengalee. After learning to read, it would appear from the
published accounts that the instruction is exclusively religious.
These schools are also in connection with the Serampore mission.
SECTION IX
The District of Backergungb
Population . — This district was formed about the year 1800
from the southern portion of Dacca Jelalpoor, and the Courts of
Justice and Eevenue are held at Burisal. In 1801, the total
population was estimated at 926,723 inhabitants in the propor-
tion of five Hindoos to three Mahomedans, many of whom reside
in boats the whole year. In 1684, a part of this district was
overwhelmed by an inundation, succeeded by Mugh invasions,
aided by the Portuguese of Chittagong; from the combined
effects of which, it is said not to have recovered to the present
STATE OF EBUCATION IN BENGAL
80 ,
Oay. A great destruction of life and property by inundation
occurred in 1822. In the southern quarter of the district there
still exist several Portuguese colonies of probably two centuries’
duration.
Indigenous Schools . — I have not been able to obtain any
information respecting indigenous schools,^ either elementary or
learned, in this district, and I can only infer from the known
state of education in other districts that here also such ^institu-
tions must exist, although they have not in any way comje under
public notice. The Collector in 1823 reported that no \ endow-
ments or funds for the purposes of education existed in the
district. •
Elementary Schools not Indigenous . — With the encourage-
ment of the Judge, a number of the most wealthy natives were
induced in 1829 to open a subscription for schools, which reached
the sum of 13,446 rupees. The interest of this sum it was
proposed to expend in establishing schools both English and
native in the district, and to vest the principal in trust in Seram -
pore college. In addition to an English school for the children
of the principal natives of the district, one or two schools were
opened for the education of the lower classes of children. A
disposition, however, afterwards appeared amongst certain of the
original subscribers to dispute the right of the Serampore mission-
aries to the administration of the school funds, and to claim it
for themselves. Part of the funds to the amount of 5,800 rupees
was involved in one of the recent mercantile failures, and the
bonds on which the remaining funds had been lent passed into
the possession of the dissatisfied subscribers. The Serampore
missionaries did not think it becoming in them to contest the
matter, and their connection consequently with the schools has
oeased. The schools, however, are still in existence, but I have
no account of their condition or prospects.
More recently with the aid of gentlemen at the station of
Surisal, two new schools have been established at Kuzlanatty
and Durial by the Serampore missionaries, one of which, however,
from the want of funds has been discontinued. The attendance
at both soh'ools was about 60, and the scholars in the remaining
one probably amount to half that number.
English Schools , — By means of the subscription already
mentioned an English school was established for the children of
STATE OF EDUCATION IN BENGAL
87
the principal natives of the district. This attempt to excite and
keep alive a desire for superior knowledge by assembling, tinder
the eye of the civil authorities, the children of the first men in
the district and imparting to them valuable European instruction
would, it was anticipated, be crowned with such a measure of
success as to encourage the natives of other districts to follow
the example, and provide the means of a liberal education for
their children. Although a change has taken place in the
management it may be hoped that the expected effect will still
follow.
Native Female Schoo ls . — ^In 1834, there was a Native girls*
school at Backergunge in connection with the Serampore mission,
having 18 scholars in attendance. The prospects of success are
said to be pleasing, and the common course of education is
pursued with as good results as the circumstances and the tender
age of the children will permit.
SECTION X
The District of Chittagong
Population . — Exclusive of the Hugh settlers the total
number of Bengalee inhabitants in 1801* was estimated at
1,200,000, but this is considered a large estimate when the limited
area and physical circumstances of the district are considered.
The Mahoniedans here exceed the Hindoos in the proportion of
three to two, but many of them have adopted the Brahmanical
doctrines of caste and purity, and it is remarkable also that,
although Chittagong was long possessed by the adherents of
Buddha, in 1801 it scarcely contained one Buddhist of hereditary
growth. The Bengalees live in detached houses, but at stated
times once or twice a week assemble in open market-places to
buy and sell.
About 1783, when Arracan was conquered by the Burmese
a large migration of Hughs into the British territories took place,
some of whom adopted agricultural pursuits, but the majority
became petty traders, while others settled as mechanics. In
1796, and in succeeding years, the migration of Hughs from
Arracan was incessant. In 1624, war with the Burmese arosei
and led to their expulsion from Arracan and to the restoration
of the Hughs to their native country.
88
STATE OP EDUCATION IN BENGAL
There is still a native class of Mughs in Chittagong, the
remains probably of the first colony from Arracan that occupied
Tripura, on the re -conquest of that territory from the Maho-
medans. The eastern limits of the district have not been fully
explored, but are principally occupied by rude aboriginal tribes
more resembling the Burmese than the Hindoos, and by Mughs.
The former do not appear to have aggregated into numerous
societies, or to have any dependence on a general chief of their
respective nations. Amongst the Mughs, the men have aldopted
the Bengalee dress, but the females retain that of Arracan and
Ava. They eat every thing and with any body, but do not
intermarry with strangers. The southern portion of the district
is occupied by poor classes of herdsmen and families of roving
hunters, who catch, tame, and occasionally eat wild elephants,
the aborigines of the forests.
I have not met with any account of the present state of the
Portuguese population in Chittagong beyond a general reference
to their ignorance and impoverished circumstances. Chittagong
was first visited by them in 1581 where they settled in consider-
able numbers, and in conjunction with the Mughs or Arracanese,
infested and desolated the south-eastern quarter of Bengal.
Indigenous Elementary Schools. — The report made by the
local functionaries in 1824 to the Generjil Committee stated that
there were many private schools in the villages around Chitta-
gong, but their number or condition had not been ascertained.
Elementary Schools not Indigenous. — In connection with
the Serampore mission there are two schools for Native boys at
Chittagong, one of which is taught in Hindoostanee as its
scholars are chiefly Mussulmans, and the other in Bengalee as
it is attended by Hindoos. The number of scholars in both is
about 50. In the Hindoostanee school, Arabic and Persian
appear to be taught as well as Hindoostanee, which would place
it in the rank of a school of Mahomedan learning; but I appre-
hend some mistake, although it is expressly stated in one of the
reports that six of the scholars “ were examined in their Persiarf
and Arabic attainments in which they appear very proficient.**
Indigenous Schools of Learning. — The official report of 1824
makes no mention of indigenous schools of learning, and it is
probable that few exist in this district. It is, however, stated
that there is much land that has been appropriated to charitabla
STATE OF J9DUOATION IN BENGAL
89
purposes, some for churches and some for the benefit of the poor,
but no endowments were known at that time to exist for the
benefit of education.
-In 1827, the Collector of the district was directed to make
enquiries respecting a Native institution supported by endow-
itient, and to report the result to Ghovernment. He reported
that Meer Hinja had bequeathed lands for the endowment of a
madrasa. and that they then yielded for the purpose of educa-
tion not more than rupees 1,570 per annum, two-thirds of the
endowment having been judicially assigned to the founder’s
children in the year 1790; that with the remaining one-third the
then incumbent Maulavi Ali Machtulul Khan Kemoun professed
himself unable to keep up the institution on its then present
footing, which provided for the instruction of 50 students and
for the support of three teachers, one of Arabic and two of
Persian; that the number of students originally contemplated
was 150; and that the buildings consisted of a small mosque in
good order and two low ranges of attached houses for the dwel-
hng of the master and disciples, which were of little value. The
C'olleetor suggested that the lands would realize twice their
present rental, if put up to the highest bidder by order of Gk>vem-
ment; and submitted that they should be so re-let, and the pro-
ceeds paid to the Maulavi in monthly instalments, who in return
should periodically submit his accounts and a report of the state
of the institution to the Board of Revenue for the information
of Government. The Governor-General in Council approved this
suggestion and it was ordered accordingly.
English Schools. — An English charity school, a branch of
the Calcutta Benevolent Institution, exists at Chittagong in
connection with the Serampore mission. The salary of the
teachers is furnished from the funds of the Benevolent Institu-
tion, while the incidental expenses and books are supplied from
Serampore. It was instituted in 1818 for the education chiefly
of t)^ Roman Catholic children of the place, and it is attended
by sibout 120 boys who are instructed in reading, writing, arith-
rpetic, geography and history. The young men who have been
educated in this institution are found in many offices of respect-
ability in the neighbourhood. Some have received the co mm an d
of small vessels, and are respected for their steadiness and good
conduct.
9— 1826B
90
STATE OF EDUCATION IN BENOAt,
Last year another English charity school in connection with
the Church Missionary Society, appears to have been formed at
Chittagong, and subsequently discontinued in the present year
for reasons which are these : — At the pressing and repeated
applications for a schoolmaster from the civil and military
residents of the station as well as from several natives, a student
of Bishop’s college, in connection with the above mentioned
Society, was appointed, the residents at the station undertaking
to defray all the expenses of conducting the school. I A school-
room was built and 86 scholars were registered. A gra^t of land
from Government was applied for by the Collector wl^ch, with
the sum raised on the spot, was expected to afford means for
keeping the school in a state of efficiency. English, Peri^ian and
Bengalee were taught. The establishment of this school appears
to have been disapproved by the Serampore missionaries > who
remarked in one of their reports that they could scarcely attri-
bute this movement in favour of the Roman Catholic population
at Chittagong to a pure compassion for their misery. The attend-
ance at the Serampore mission school was injured by the com-
petition, and the originators and supporters of the new school,
on reconsideration, appear to have deemed it better to dis-
continue it, and it was accordingly abolished, and the books,
furniture and scholars transferred to the old school.
Nat ive Fernale Hckools . — Jn connection with the Serampore
mission there are two native female schools attended by about
60 girls. Both Bengalee and Hindoostanee are used to convey
instruction. These schools are kept in a fluctuating state in
consequence of the early marriages of the girls, who are removed
just at the time when their minds are expanding, and they are
most capable of acquiring knowledge.
SECTION XT
The District of Tipeba
Population . — ^In 1801, the population of this district was
estimated at 750,000 persons in the proportion of four Hindoos
to three Mahomedans. This district is the chief eastern boun-
dary of Bengal, and its eastern limits are not yet accurately
defined The Tripura nation or tribe continue to maintain a kind
STATE OF EDUCATION IN BENGAL
91 !
of independent principality among the eastern hills about thirty
miles wide. In features and manners they resemble the more
eastern nations, but their princes have adopted Hindoo names
and usages. The three tribes into which the Tripuras are divided
are said to speak the same language though varying in character.
Still further towards the east between the »ierritory of the
Tripura race and the central inaccessible mountains, there is a
wide hilly region occupied by the people called Kookies, the
Lingach of the Burmese and Lingta of the Bengalees, who
appear to be a martial and predatory people.
Indigenous SchooU . — T have no information regarding either
common schools or schools of learning in this district. Hamliton
states, perhaps too positively, that there are not any regular
schools or seminaries where the Hindoo and Mahomedan laws
and religion are taught. In reply to enquiries made by the
General Committee the local agents of Government stated in
1823 that they could not discover that any endowments or funds
of a public nature exist in the district, or that any grants have
ever been made applicable to the purpose of public instruction.
Elementary School not Indigenous . — In 1820, a school was
commenced by the Serampore missionaries at Comillah^ the
capital of the district, encouraged by the pecuniary support of
private individuals, but the attendance of the scholars was so
limited and irregular that it was discontinued. The scholars
were the children of labourers who needed their assistance in
the fields. The local agents strongly recommend that in future
attempts to spread education in the district, the Native
zemindars, several of whom reside in Calcutta, should be solicited
to give their co-operation, which would greatly contribute to the
removal of prejudice and to the final success of the design.
SECTION XII
The District of Mymunsing
Population . — This district is intersected through its whole
extent by the Brahmaputra and the innumerable streams flowing
into it; cKnd the surface of the country being low and flat it is
during the height of the floods nearly submerged. In 1801,
the total population was estimated at 1,800,000 persons, and the
92
STATE OF education IN BENGAL
majority of the inhabitants are stated to be Mahomedans in the
proportion of five to two Hindoos.
Schools . — ^Hamilton states that there are not any regular
seminaries in this district for teaching the Mahomedan law, but
that there are two or three schools in each pergunnah for instruc-
tion in Hindoo learning. The district is divided into nineteen
pergunnahs and six tuppas, in all twenty-five local sub-divisionsi
which will give from 50 to 60 schools of Hindoo learninj
district. The scholars are taught gratuitously, it being
disgraceful to receive money for instruction.
Indigenous schools for learning imply the existence
genous elementary schools, but I find no mention of them in any
authority to which I have referred.
The alleged non-existence of Mahomedan schools in a dis-
trict in which the proportion of Mahomedans to Hindoos is as
five to two is incredible.
I have not been able to discover that any institution of
education that owes its origin to European philanthropy exists
in this district.
in tne
ieemed
indi-
RECTION XITI
The District op Sylhbt
Population . — ^In 1801, the inhabitants of this district were
computed at 188,245 men, 164,381 women, and 140,319 children,
making a total of 492,945 in the ratio of two Mahomedans to
tliree Hindoos. The number of houses was estimated at 103,637
and the boats belonging to the district at 23,000. The eastern
and southern portions of the district are hilly ; but the northern,
central, and western partB» are flat and submerged during the
rains. Although so large a proportion of the whole population
is Mahomedan the mosques have been long going to ruin, while
several Hindoo temples have been erected and a few merchants
have exchanged their thatched dwellings for others of brick and
mortar. An authorized traffic in slaves has existed here from
time immemorial; and one of the Magistrates estimated this
class at one-sixth of the whole population, progressively increas-
ing by domestic propagation. The transfer of slaves takes place
both with and without their consent, but in the latter case only
8TATB OF BDUOATIOX IN BBNOAXi
the mildest treatment can secure the purchaser any benefit from
his acquisition. Occasionally the poorer descriptions of free in-
habitants sell themselves when in extreme distress, and a few
persons, principally slaves, are inveigled away by strolling
mountebanks and mendicants. Women also of the poorer
classes, when left widows, sell their children to procure food.
S^ome have been hereditary slaves for several generations and
are sold along with the estate on which they reside; and others
are imported from Cachar, Gentiah, etc., lying to the north and
east of the district. The slave population of Sylhet appeal's to
be principally divided into two classes; first, debtor slaves whose
labour is taken or sold in payment of debt; and second, the
descendants of such persons. The former, it is stated, seldom
work out their freedom and the latter are doomed to permanent
slavery. The bulk belong to the latter class, and are transmitted
by the purchasers to their heirs from generation to generation.
The slaves are trained up to perform useful work whether in the
field or about the house. In some of the districts many of the
slave-holders send out such of their slaves as they can spare from
the ordinary work in the house and field to let themselves out
as servants or day-labourers, and receive for their own benefit
the wages earned by them. Slaves are found in the ranks of
some of the local military corps conducting themselves creditably
as soldiers, and honestly yielding up their pay to their proprietors.
The tribes bordering on Sylhet are the Cosseahs, Cacharees,
Garrows, etc., who, with the exception of the Cosseahs, appear
to use dialects having a common origin. The Cosseahs have no
distinct written character, and for purposes of correspondence
employ the Bengalee language and scribes. These tribes,
together with those of Assam and Munipore, merit separate
investigation and report.
8ahool &. — ^The information respecting the state of education
in this district is exceedingly scanty. Hamilton states that there
are no regular schools and seminaries for teaching the Hindoo or
Mahomedan law, but that in different places there are private
schools where boys are taught to read and write. Of Mymun-
sing the reverse was stated, that it had schools of learning, but
nothing was said of elementary schools. It is probable that in
Bylhet the former are to be found as well as the latter, although
neither may be numerous or very efficient.
M
STATE OF EDUCATION IN BENGAL
In 1827, the Collector of the district was directed to make
enquiry respecting a madrasa supported by endowments, and to
report the result to Government. He reported that upon inves-
tigation he had discovered sunnuds of endowments for the
support of the shrine of Shah Jullah, which limited the allow-
ance to lighting it up, and to the bestowment of alms and other
charities, and other sunnuds containing provisions for the educa-
tion of students not attached to any public institutiop ; that the
latter were of a very limited extent, and contained cojiditions for
the support of the grantee and his family and descendants; that
the descendants ot the grantee performed the obligations of the
grant in so much as to instruct a few disciples in their own
family; and that the parties appeared to be extremely \ indigent,
and the assigned lands not of sufficient iniportance to merit the
interposition of Government. Under these circumstances the
Government resolved not to interfere with the endowments of
this madrasa.
SECTION XIV
The District and City of Moorshedabad
Population. — This district comprises a portion of territory
in the immediate vicinity of the city. In 1801, the total popula-
tion of the district, including the city, was estimated at 1,020,672
persons, in the proportion of two Hindoos to one Mahomedan.
Indigenous ElementaTy Schools. — ^Nothing is said of such
schools by any of my authoritiesi but I deem it quite unquestion-
able that, although possibly not very numerous, they exist to
some extent both in the district and city.
Elementary Schools not Indigenous. — ^I find mention made
only of one such school. It is in the city and is connected with
the Bengal Auxiliary Missionary Society. At the close of 1834
it contained upwards of 60 regular scholars, but since the scrip-
tures have been introduced as a class-book all the Brahmans and
some other boys have left. Upwards of 40 remain. The higher
classes are taught arithmetic, letter- writing, geography, etc.
Indigenous Schools of Learning. — ^In 1801, there was said to
be only one school in the district for instruction in the Maho-
STATE OF EDUCATION IN BENGAL
95
medan law, while there were twenty for instruction in the Hindoo
laws and customs. It seems very probable that the number
both of Hindoo and Mahimedan schools of learning was then and
still is much greater.
In December, 1818, the Collector of Moorshedabad forwarded
to the Board of Kevenue the petition of one Kali Kanth Sarma,
praying for the continuance to him of a pension of five rupees
per month, which liad been granted to his father, Jaya Ram
Nyaya .Fanchanan, by the late Maha Rani Bhawani, former
zemindar of ChucUlah Rajshahy^ for the support of a Hindoo
college at that place. The Collector accompanied the petition
by a statement that the pension had» as represented, been
enjoyed by the father of the petitioner and confirmed to him by
the Government on the report of the Collector in 1796, and that
the petitioner was of good character and qualified for the superin-
tendence of the college. The Revenue Board on forwarding
this petition and the Collector’s letter to the Government
observed that the pension had in fact lapsed to the Government
in 1811, the petitioner not being then qualified to discharge the
duties of the office, but that it was intended fully to ascertain
his fitness for the office and in the event of his competency to
give it to him. ‘‘ On general principles,” the Board added,
” we entertain the opinion that pensions granted for the main-
tenance of public institutions for education and instruction should
not be resumed so long as they shall be appropriated bona fide
for the purpose for which they were assigned; and we observe on
reference to our proceedings that Government has generally been
pleased to continue pensions for similar purposes, the Board
having previously ascertained the qualifications of the persons
in whose favour they have been granted, and we are accordingly
induced to recommend the present claim to the favourable consi-
deration of his Ijordship in Council.” On this recommendation
the Government confirmed Kali Kanth Sarma in the receipt of
this pension; and upon his decease in 1821 it was by the same
authority conferred on his brother Chandrasiva Nyayalankara
whose claim was undisputed and who then maintained seven
students, five of them resident in his house.
In July, 1822, the Collector of Moorshedabad forwarded to
the Revenue Board a petition from Kishanath Nyaya Panoha-
nand, the son of Ramkisore Sarma, reporting the death of his
96
8TATB OF SDTJCATION IN BBNGAL
father, and praying the transfer and continuance to himself of u
monthly pension of five rupees which had been granted in 1793
for the support of a Hindoo seminary at Vyspur near Colapur,
The Collector reported the petitioner to be the heir and rightful
claimant of the pension and well qualified for the performance
of the duties of the school. Under these circumstances the
transfer of the pension from the name of RamlsiEhore Sarma to
his son Kishanath Nyaya Panchanand was authorized.
Schools of Learning not Indigenous . — In 1826, ]^r. W. L.
Melville, who then held the situation of Agent to the\ Governor-
General at Moorshedabad, reported the establishment oi a college
and school in that city in pursuance of the orders of Goyemment»
in the accomplisliment of which he stated that he had had to
encounter some difficulties and delays. The head-maulavi and
other principal officers were selected from the Calcutta college,
with the expection of Maulavi Musurat Ali, who out of deference
to the religious tenets of the Nizam's family was chosen from
the Sheah sect. This Native, having been strongly recommended
to the Eesident by the Nawab Mungle, was appointed maulavi
and took charge of the school, and although a man inferior in
learning to the teacher from the Calcutta college, he was equal
to the duties of his appointment. It is added that it was not
easy to find persons of the Sheah sect in that part of India who
were eminent scholars. In the selection of pupils a preference
was given to the immediate family of the Nizam, the members
of which were encouraged to avail themselves of its advantages;
but after some considerable delay, as they did not embrace the
opportunity of entering the institution, the resident filled up the
number of fifty students, of whom six were to attend the college
and forty-four the school. The Government approved the con-
duct of Mr. Melville in the establishment of this college and
school, and instructed him to report the progress of the institu-
tion and to submit his suggestions for its future management
whenever he might be prepared to do so. He was also authorized
to draw from the hands of the Collector of the district the sum
of rupees 4,918-5-l'5, together with the monthly allowance of
rupees 1,600 on the same account, being an annual charge of
rupees 18,000. This institution does not appear to be under
the direction of the General Committee, there being no mention
of it in the Committee's report of 1832.
STATE OP BDtTCATION IN BENGAL
Engli»h Schools , — ^There is an English school at Moorsheda-
bad m connection with the Bengal Auxiliary Missionary Society,
but it has not succeeded so well as was anticipated, owing in a
great measure, it is believed, to the peculieur apathy of the neigh-
bourhood and to the want of a good teacher. The number of
scholars and the course of instruction are not mentioned.
At the same place and in connection with the same Society
there is a native orphan asylum containing twelve boys and
two girls. It is not stated what language or languages are
employed in the asylum, but I suppose English is taught. The
orphans are instructed by one of the missionaries in various
mechanical arts, and the rest of their time is devoted to religious
and other instruction. The civil surgeon of the station attends
the orphans gratuitiously. The asylum has till lately been
entirely maintained by the liberality of a gentleman who formerly
resided at the station. Of late the number of orphans has so
increased that general support is needed. In a few years it is
hoped that the institution will support itself, but at present
there is a considerable outlay with very little return.
In tSeptember, 1834, it was intimated through a religious
monthly periodical that a gentleman at Bobapur in the Moorshe-
dabad district, intended to commence two schools for teaching
natives, in one English and Bengalee, and in the other English
and Hindoostanee ; but I have not learned whether the intention
has been carried into effect.
Native Female Schools . — ^There is a Native girls* school at
Moorshedabad in connection with the Missionary Society just
mentioned. It is attended regularly by about 30 children, some
of the elder girls read the Gospel fluently and the rest in lower
classes are instructed in the usual native way. After their daily
iesBons are completed they all repeat a catechism and the Lord's
Prayer, and conclude with singing one or more Bengalee hymns.
SECTION XV
The Distbiot of Bbebbhoom
Population. '•^^n 1801, the population of Beerbhoom wa0
ostimated at 700,000 in the proportion of thirty Hindoos to oiad
Mahomedan. A considerable portion of this district is hilly
98
STATB OF BDUOATIOK IN BENGAL
jungly, and thinly inhabited. Highway depredations were
frequent, chiefly committed on Hindoo pilgrims journeying
through the forests to the sanctuary at Baidyanath, where there
is a celebrated temple dedicated to Siva. In 1814 an arrange-
ment was made with the petty hill chiefs of the western jungles
to secure their own abstinence from plundering, and also their
assistance towards the suppression of robberies perpetrated by
others. ,
Indigenous Schools . — find no account of the d[tate ot
indigenous education in this district. Hamilton is silent\ on the
subject, and in reply to inquiries made by the General Oorqmittee
in 1823, the local Agent of Government stated that ther^ were
no seminaries for the instruction of youth in the district, either
public or private, and, as I suppose must be understood, either
elementary or learned. If» as I suspect, this statement is in-
correct, it is the more extraordinary, because the agent appears
to have taken a great deal of trouble to collect information
regarding the means existing in the district supposed to be
applicable to the encouragement of education. From the analogy
of other neighbouring districts, it seems incredible that there
should be no scliools of any kind amongst a population in which
there is a proportion of thirty Hindoos to one Mahomedan.
In 1820, a Hindoo named Sarbanand, who claimed succession
to the office of ojlia or high-priest of the temple of Baidyanath
already mentioned, made an offer to the Government through the
local agent to give 5,000 rupees as an endowment for a Native
school in the district on condition that his claim to the succession
of the ojhaehip might be sanctioned and established by the
authority of Government. From a notice of this transaction
contained in the records of the General Committee, it would
appear that he actually sent the money to the Collector's office,
and that in addition to the establishment of a school he wished
it to be in part, expended on the excavation of a tank at Soory,
the chief town of the district. The offer was declined, and
Barbanand informed that he must abide the regular adjudication
of the law courts on his claim, which proved unfavourable.
The acting Agent and Collector in Beerbhoom in 1823 seems
to have considered that the funds of the temple were liable to
be applied to the establishment of public institutions, but it doom
not appear on what grounds this opinion was farmed. According
STATE OF education IN BENGAL UO
to one account the collections of the temple average 30,000 rupees
per annum, the amount depending on the number and liberality
of the pilgrims. According to an official estimate made in 1822 »
the resources of the temple were supposed to be 1,60,000 rupees
annually. A specific fact stated is that in two months the
collections amounted to 15,000 rupees, but it is not said whether
the two months were in the season of the year when the temple
is most frequented. The present appropriation of the revenue
after providing, I conclude, for the current expenses of the
temple, is to the support of religious mendicants and devotees.
The acting Agent and Collector also submitted two statements
of the quantity of land dedicated to various religious purposes,
expressing at the same time the opinion that the produce of
these endowments is generally estranged from the purposes to
which it was originally devoted, and enjoyed by persons who
have no claim to it. He seems to have considered that these
endowments also were applicable to purposes of education, but
the reasons of the opinion are not given. The statements were
prepared from the public registries of land and I subjoin them
entire, noticing here only their general results. These are that
in twenty-two pergunnahs there are 8,348 beeghas, besides 39
separate mouzahs or villages of drwottur lands; 16,331 boeghas
of ncLZT lands; 5,086 beeghas of chivaghi lands, and 1,015 beeghas
of pirottuT lands. In fifteen other pergunnahs that had been
then recently transferred from the district of Moorshedabad to
that of Beerbhoom, there are 1,934 beeghas of dewottur and 162
of pirottur lands, making the whole amount 32,877 beeghas of
land, besides 39 villages, I have added to the statements^ a
brief explanation of the distinctive terms employed to describe
the different sorts of endowed lands; and I have recorded these
endowments in this place because they were in some way con-
nected in the mind of the acting Agent and Collector with the
means existing in the district for the promotion of education;
but 1 would not be understood to express a concurrence in the
opinion, if it was entertained, that their application to such a
purpose could be rendered legally obligatory. As far as I can
ascertain from the terms employed to describe them they are
religious endowments. With the voluntary consent of the
holders, they are, as I understand, capable of being epp e
promote education when viewed as a religious duty , but wi oti
100
STATE OF BDUOATION IN BENGAL
that consent it would be unjust to employ them for such a pur*
pose, and it would also be imprudent by the employment of
questionable means in pursuit of a great public object, such as
national education, to rouse the religious feelings of the country
against it.
Elementary School not Indigenous . — ^In connection with the
Baptist Missionary Society at the head station of the district,
there is a Bengalee School having about 60 scholars. ^
English School . — In connection with the same Society there
is an English school at the head station having also al^ut 50
scholars, but no particular account is given of the course of
instruction.
Mention is also made of two young men at this staiioii
eagerly pursuing the study of English who had previously
acquired a knowledge of Sanscrit. These young men appear to
be the remnants of a preparatory grammar-school which the
managers of the Serampore college attempted to establish in
Beerbhoom, and which they were afterwards under the necessity
of abandoning. The idea was that in such a grammar-school
native Christian youths should pass through a course of gramma-
tical studies and finally resort to the college, where they should
continue lour or five years for the completion of their education.
It was found, however, that they could not be prevailed on to
remain and pursue their studies at Serampore, in consequence
of the apprehension of sickness which they regarded as certain
to follow a removal from their native air to that place.
Native Fema le School . — ^There were at one time several
schools for Native girls in Beerbhoom, but they have aU been
formed into one Central School which is in connection with the
Calcutta Baptist Female School Society. Until lately it con-
tained upwards of eighty girls; but since the hurkaree employed
to collect them was dismissed, and especially since the employ-
ment of Christian instead of non-Christian teachers, the school
has fallen away fully one-half, there being at the date of the last
report only forty girls on the list. Almost all attend m the
morning, but there is always a considerable deficiency in ^e
afternoon. Reading, writing, cyphering, sewing, and Christian
instruction are the exercises of the school.
STATE OF EDUCATION IN BENGAL
103
Appendix to Section XV
(Extracted from the Eecords of the General Committee of PubUc
Instruction)
Statement specif yingi the quantity of Lands as Dewottur^ etc.,
situated in the under-mentioned Pergunnahs in Zillah Beerbhoom
Names of Pergunnahs
Dewottur
Tiand
Nasr
Cbiraghi
Pirotiur
Fotal Landf
Bb. K. Q.
Bs. K. 0.
Bs. K. G.
Bs. K. G.
Bs. K. G.
Burbulf Sing
m 14 0
1,408 16 0
108 16 0
107 10 9
240015 0.
Saroop Sing
...
1,224 17 0
608 11 0
878 16 0
106 6 0
2402 9 0
Hunpoor
872 12 0
1,826 11 0
46 9 0
8 6 0
2,247 8 0
Tuppdah Mahomedabas
60 10 0
08 10 0
48 17 0
...
108 8 0
Sablk Mouressnr
887 4 0
100 0 0
116 17 0
62 2 0
616 8 0
Kootulpoor
846 10 0
200 0 0
8 10 0
46 16 0
1,096 6 0
Jugnoojol
668 16 0
6,827 2 4
180 6 0
108 1 0
7,789 4 4
Ehumu Burroh
217 11 0
921 18 0
...
84 6 0
1,178 14 0
Ekbnrshahee
101 16 0
617 12 10
2,488 6 10
66 18 0
8,168 7 0
Hhulanja
606 14 16
60 11 0
606 10 0
187 2 0
1,400.17 16
Durree Moureasur
4114 0
281 6 0
14 10 0
287 10 D
Shah AUampoor
...
088 10 18
1,269 17 0
180 6 10
97 1 0
2460 8 8
Aleenugger
123 4 0|
268 16 0
181 8 0
...
6,237 0 0
Sanbhoom
1,084 4 0
280 10 0
80 1 0
1 6 0
1,866 7 0
Talook Soopoor
284 10 0
1,146 6 0
10 14 0
86 10 0
1,442 9 0
Koondahit Kurrea
8 12 0
...
...
...
8 12 0
Poorunderpoor
...
11 18 0
88 4 0
48 14 0
26 4 0
IftO 2 0
Hookmopoor
608 16 0
61 4 0
...
...
720 10 0
Bhoorkoondah
60 11 0
...
...
6U 0
0412 0
Noonee
...
697 10 0
284 18 0
...
082 8 0
Mplloopoor
...
9 10
267 17 0
1
...
276 18 0
TofAl
8,848 16 18
16,881 14 14
6,086 0 0
1,016 10 0
80,781 16 1
In Tuppah Sarhet, Deoghur. DewottuO go Mouzas.
Mouzas of Bydeenath Thakoor, J
Ztt.t.att 'Rnwiimonu ! ^ J. M. OABBETTf
The 90th November, 1890. ^ VeUeohr.
102
state of education in BENGAL
Statement specifying the quantity of Lands as Dewottur, etc.,
situated in the under-mentioned Pergunnahs transferred
from Moorshedabad to Zillah Beerhhoom:
Nsmefl of Pergunnahs
Dewotter
liand
Naer
Chiraghi
Pirottur
Total Land
Bs. K. G.
Bs. K. G.
Bs. E. G.
Bb. K. G.
Bb. K. G.
Pergunnah Shahsulampore
04 12 15
1 0 15
05 18 5
„ Kargaong
408 10 11
7 2 0
410 12 16
„ Mulcooree
10 5 0
...
\ 19 5 0
,, Sbajadpore
228 16 0
0 0 0
\ 234 1 t 16
,, KasBupore
‘ 22 8 0
8 14 0
\ 25 10 0
„ Rooboonpora
166 6 10
...
« 156 5 10
„ Katgurr
180 8 6
5 7 0
' 205 15 6
, , T ooar 1 brahompore
25 2 0
10 2 0
86 4 0
•1 Futtehsing
75 8 0
1 6 8
76 8 0
M Dhowa
1 17 0
1 17 0
,, Shcerporo
116 19 10
20 0 5
187 9 5
,, Futehoing
203 1.3 0
97 2 0
son 1.5 0
M Eootubpore
270 B 8
6 8 0
286 11 8
Ghukleh OubooUah
74 2 10
2 0 0
76 2 10
M Bunhat
6 0 0
...
6 0 0
Total
1,984 2 5
...
162 10 10
2,000 12 15
BEERBnOOM, J. M. GARRETT,
The 20th Novemher, JM23.) Acting Collector.
Dewottur lands are lands given by wealthy Hindoos to
Brahmans for the maintenance of religion, in honour of the gods,
and for the acquisitions of religious merit. The nature and
extent of the obligation imposed by the endowment can be
correctly understood only by a reference in each case to the terms
in which it is expressed; but, in general, grantees are not much
restricted in the application of the property, and they sometimes
employ part of it in charity and in promoting learning.
Nazr lands are such as are devoted by wealthy Musalmans
to the use of those who give themselves up to the service )f
God; sometimes the land is retained in the hands of the owner,
and the revenue derived from it is distributed with his own hands
to the devout and needy.
Chiraghi lands are those the produce of which is devoted by
Musalmans to defray the expenses attending the performance of
certain religious services in honour of a pirr or deceased spiritual
guide to whom the religious merit is transferred.
BTATB of EOUOATIOVr IN BENOAL
108
*<" ““e purposes
■with this difference that the merit is transferred to any deceased
saint whom it may be desired to honour.
SECTION XVI
The District op Rajshahy
Fopulation.—lu 1801, the number of inhabitants was esti-
mated in round numbers at 1,600,000 in the proportion of two
Hindoos to one Mahoniedan. From the beginning of July to
the end of November the district is nearly submerged.
Indigenous Elementary Schools . — do not find in any pub-
lication or authority the slightest reference to the state of
elementary education in this district, although it is not to be
supposed that the inhabitants are entirely indifferent to the
instruction of their children.
Elementary School not Indigeous . — In a letter published
in one of the monilily journals dated September, 1834, from
Hampore Bauleah, I find mention made of a school at that
under the superintendence of an English gentleman j but no
account is given of it except by saying that it was succeeding
beyond expectation.
Indigenous Schools of Learning . — There is no doubt that in
this district there are several schools of Hindoo learning, but I
find no mention of any of them except two which are supported
by an allowance from (rovernment. In June, 1813, the Collector
of Bajshahy forwarded to the Bevenue Board a petition from
Kaesessur ©achusputy, Govindram Sirhat, and Hurram Surma
Buttacharjee, stating that their father had received from Bani
Bhowannee an allowance of 90 rupees per annum for the support
of a college, which allowance on the decease of their father had
been continued to their elder brother till his decease; and that
since the date of that event they had kept up the establishment,
and, therefore, prayed that the allowance might be continued to
them.
The Collector corroborated the averments in this petition,
observing that Kassessur discharged the duties of one college in
the town of Nattore, and that his two brothers had established
another in the Mofussil.
104
9TATB OF EDUCATION IN BENGAL
The Bevenue Board, in forwarding the Collector’s letter and
the petition to Government, observed that the pension had been
conferred by the authority of Government on the late Chundar
Bikar Turkanshes for his life, on a representation from the
Collector that he had no other means of subsistence, and was
properly qualified and taught the sciences gratis; that he was
attended by many students; was the only capable teacher in
Wattore; and that the continuance of his pension might be
deemed a public benefit. I
The Bevenue Board further submitted that, as it ^appeared
the brothers maintained the institutions of their father in full
efficiency, the pension might be continued to them and their
heirs in perpetuity, on the condition of their continuing to uphold
these establishments under the supervision of the local agents of
the British Government. The Bengal Government fully
acquiesced in this suggestion, and sanctioned the payment of the
allowance of 90 rupees per annum on the condition stated by the
Bevenue Board.
SECTION XVII
The District of Bangpur
Population . — ^This is one of those districts on which Dr.
Buchanan reported, but that copy of his reports which has been
retained in India is defective on this district. Only one volume
remains on Bangpur out of three or four of which the report on
this district originally consisted, and the missing volumes con-
tained the chapter which, in conformity with the arrangement
he adopted in his reports on other districts, he most probably
devoted to education. Hamilton apparently had an opportunity
of inspecting the original Buchanan reports at the India House
which, it is believed, are complete.
In 1800, Dr. Buchanan estimated the population at 2,726,000
persons, of whom 11,536,000 were Mahomedans, 1,194,860 were
Hindoos, and the remainder 4,650 are called infidels, by wmo
term it is probably meant that, without embracing either the
Hindoo or Mahomedan faith, they retain the aboriginal super-
stitions of the country. The principal sect among t^ Hindo«
is that of the worshippers of the female deities. The whole
STATE OF EDUCATION IN BENGAL
105
number of Brahmans in 1809 was estimated at about 6,000
families, or one-forty-third of the whole Hindoo population. The
pro-portion of the Mahomedan to the Hindoo population is about
ten to nine, and the faith of the former is stated to be daily
gaining ground; but the adherents of the two religions are on
the most friendly terms.
The following are the divisions of the population with regard
to occupation : —
Persons who do not work 343,000
Artificers 326,000
Cultivators 2,066,000
Total 2,735,000
The great farmers in Eangpur are mostly Brahmans, Kayas-
thas, and Mahomedans of some rank. Few especially of the
older families ever visit each other, but live surrounded with
dependents and flatterers, especially mendicant vagrants. Some
families pretend to be of divine origin; others are descended from
princes who have governed the country; but a great majority of
those who possess the most valuable lands are new men who have
purchased their estates at auction. Time in this district is
measured by clepsydras or water-clocks. Domestic slavery
exists especially along the Northern Frontier, and female prosti-
tution is in a remarkable manner systematised. Education
generally is in a very low state, on which account almost every
person employed in any high department of the revenue or police
is a stranger. Few persons in the district are qualified for the
occupation even of a common clerk or writer. Some of the
strangers bring their families with them» but by far the greater
number leave them in their native district, and consider them-
selves as undergoing a species of banishment. The sinall fanners
are very timid and totally illiterate. Five or six aim les
commonly unite under one chief man, who settles e w o e o
their transactions with their landlords, and to whose gui
they entirely surrender themselves. Throughout t e is ric
most opulent merchants and landholders have no better habita-
ia-1326B
106
STATE OF EDUCATION IN BENGAL
tions than the huts constructed of straw mats precisely of the
same form and appearance as those of the lowest peasantry, but
in greater number and larger dimensions.
Kangpur has on its frontier Nepal, Bhootan, Cooch Behar,
Assam, and the country of the Grarrows from which it is
separated, not by large rivers, lofty mountains, or any other
natural land-mark, but by imaginary and ill-defined boundaries.
Indigenous Elemejitary Schools . — In the absence of Dr.
Buchanan’s account of the state of education, the answers made
by the canoongoes of the district to the circular inquiries of the
General Committee in 1823 afford some information on which
apparently dependence may be placed. The information thus
given to the Committee was communicated in a singularly ill-
digested form ; but after comparing the various statements which
it includes, it would appear that in fourteen out of nineteen
sub-divisions of the district there were no elementary schools
whatever, and that, in the remaining five, there were ten
Bengalee schools and two Persian ones for elementary instruc-
tion. In some of the sub-divisions having no common schools,
parents, to supply the want of them, either employ teachers in
their own houses in whose instructions the children of neighbour-
ing families are allowed to participate, or themselves instruct
their owm children. The employment of a private tutor and still
more parental instruction would appear to be very common.
In some instances Hindoos are mentioned as teachers of Persian
schools, and Mahomedans of Bengalee ones. In these schools
the monthly payment for the instruction of one boy is from two
to four and eight annas and even one rupee. The number of
boys in one school did not exceed twelve, and there was some-
times as small a number as three taught by one master. In
this district the boys are described as attending school from their
seventh or eighth to their fifteenth year. The canoongoes almost
uniformly speak of the advantage which the district would derive
from the encouragement given to education by Government.
Indigenous Schools of Learning . — ^BEamilton on the state of
learning in this district says that a few Brahmans have acquired
sufficient skill in astronomy to construct an almanac, and five or
six Pundits instruct youth in a science named Agam^ or magic,
comprehending astrology and chiromancy. The latter is reckoned
a higher science than the calculation of nativities, and is mono-
STATE OF EDUCATION IN BENGAL
107
jiolised by the sacred order. The Mahomedaue, he adds, having
no wise men of their own, consult those of the Hindoos. This
account of the state of learning is very unfavourable and is not
quite correct. The Agama shastra does not merely teach astro-
logy and chiromancy, but is also occupied with the ritual obser-
vances of modem Hindooism. and it is not the only branch of
learning taught in the schools.
I'rom the details furnished by the canoongoes, it appears
that in nine sub-divisions of the district there are 41 schools of
Sanskrit learning containing each from 5 to 25 scholars, who are
taught grammar, general literature, rhetoric, logic, law, the
mythological poems, and astronomy, as well as the Agama
shastra. The students often prosecute their studies till they
are thirty-live and even forty years of age, and are almost in-
variably the sons of Brahmans. They are supported in various
ways — ^first, by the liberality of those learned men who instruct
them; secondly, by the presents they receive on occasions of
invitation to religious festivals and domestic celebrations; thirdly,
by their relations at home; and fourthly, by begging, recourse
being had to one means when others fail. The instructors are
enabled to assist their pupils* sometimes from their own indepen-
dent means, sometimes from ‘the occasional gifts they receive
from others, and sometimes from the produce of small endow-
ments. At least ten arc stated to have small grants of land for
the support of learning, one of these consisting of 25 beeghas
of Brahmottur land, and another of 176 beeghas of Lakhiraj
land. The quantity of land in the other cases is not mentioned,
but it is not stated to be generally Brahmottur.
In one instance it is stated that the owner of the estate on
which the school is situated gave the Pundit a yearly present ot
32 rupees, and in another instance a monthly albwanoe of 6 or
8 rupees. In a third instance the Pundit of the school lived on
his patrimony, and at the same time acted as family priest to
the zemindar.
English School— The following details relate to a school
established at Surgeemaree in Bangpur. I have no information
of the present oon/ditioii school, if it continues ° ® '
but the particulars of its origin and progress up to a recent date
are here recorded.
108
STATE OP EDUCATION IN BENGAL
In June, 1826, Mr. David Scott who held the situation of
Agent to the Governor- General on the north-eastern frontier of
Bengal and Civil Commissioner at Eangpur, called the attention
of the Bengal Government to the rude and barbarous state of
the inhabitants of the Garrow mountains, and enclosed copies
and extracts of a correspondence which had passed between him
and Mr. W. B. Bayley, Secretary to the Government, relative to
the establishment of a mission for the civilization and conversion
to Christianity of the Garrow mountaineers. The advantages
to be expected from this measure, he observed, wore obvious and
important, and were detailed in a letter from the lp,te Bishop
Heber to Mr. Bayley, of which an extract was tran^itted for
record. The project was as follows: — first, that an European
in the character of a missionary and apothecary should be
stationed at Surgeemaree or some other convenient spot in that
neighbourhood; secondly, that a school for the education of 40
Garrow boys should be established under the superintendence
of the missionary upon the general principles which were recom-
mended by Bishop Heber in his letter appended with the other
papers to the report; and thirdly, that the surplus net collections
derivable from the Garrow markets should be appropriated to
the purposes of the mission, which surplus, it was circulated,
would amount annually to about 6,000 or 8,000 sicca rupees.
The Vice-President in Council acquiescing in the suggestions
of Mr. Scott, resolved on the 12tli October, 1826, to establish a
school at Surgeemaree or at some other convenient place in the
neighbourhood, to be under the superintendence of Mr. Scott,
for the education of 40 Garrow boys, upon the general principle
recommended by the Lord Bishop of Calcutta; the children to
be taught to read and write their own language in the Bengalee
character; also the Bengalee language in which there are many
printed books and tracts available for their instruction which it
was presumed the children would soon learn to translate from
the Bengalee into the Garrow language, and thus be instru-
mental in disseminating useful knowledge; and that some of
the more intelligent boys should be instructed in the English
language.
A.t the recommendation of Bishop Heber, Mr. Valentine
William Hurley, apothecary to the European invalid establish-
ment at Chunar, was appointed the schoolmaster with a monthly
STATE OF FJ5UCATION IN BENGAL
109
salary of Ks. 200 to have a native assistant at a monthly salary
of Es. 50; forty boys to have each for four rupees per month,
Es. 160; and for servants and other contingencies, Es. 40 per
month; making a total monthly expense of Es. 450 or per annum
Es. 5,400. A farm was to be established, if practicable, and
useful buildings to be erected, and the expense to be defrayed
out of the surplus collections from the Garrow markets. In
October, 1827, Mr. Hurley relinquished this appointment partly
because the scale of the allowances did not fully meet his expecta-
tion, and partly because he felt desirous rather to confine himself
to medical duties, professing not to have sufficient skill in the
Bengalee language to qualify him for a teacher in that language.
In June, 1828, Mr. Scott communicated to Government
an offer whicli had been made by the Eeverend Mr. Fenwicks
a Baptist missionary resident at Sylhet, to undertake the superin-
tendence of the Garrow school and the other arrangements for
the improvement of the Garrows; but as this gentleman had
large family dependent upon him, it was proposed to augment
the allowance to be enjoyed by him to 300 rupees per month.
Mr. Scott stated that in an interview with the Garrow chiefs
he had communicated to them the intention of Government to
send a missionary for their instruction, at which they unanimous-
ly expressed their great satisfaction; that he also had taken
an opportunity of consulting some of the more intelligent priests
on the subject and that all the objections of those persons could
be obviated and their good-will secured ; that he had been careful
to select a healthy site for the mission; and that in order to
t clear it he proposed to establish some Garrow families with
{farming apparatus at an expense of about 5,000 rupees, and a
[ native doctor for the schex)! establishment for the instruction of
I the priests in the use of medicines.
Mr. Scott’s proposals were approved and sanctioned, with
I the exception of his nomination for the appointment of school-
master, for which appointment the Government selected Mr.
lames Fermie, the junior teacher of English and Geography in
the Hindoo college at Calcutta, a young man of good character
vho spoke the Bengalee language fluently. Mr. Fermie pro-
ceeded to his station in July, 1828, but the insalubrity o
phmate proved fatal to him, and he died at Surgeemaree on the,
I9th November following, leaving a widow and three young
110
STATE OF EDUCATION IN BENGAL
children. A strong appeal was made in their behalf to the liberal
consideration of Government, who directed that they should be
enabled to return to the Presidency at the public expense. It
further appears that the Government, under the circumstances
of Mr. Permie*s death, hesitated to appoint a successor, leaving
the school for the present to be managed by such means as the
Commissioner had it in his power to provide. It may be feared
that Mr. Scott’s subsequent death may have led to its abandon-
ment, but I have no positive information to that effect'
Natinn FemaU Education . — ^Tn Eangpur it i s considered
highly improper to bestow any education on women, and ^o man
'would marry a girl who was known to be capable of readife; but"
as girls of rank are usually married about eight years of age, and
continue to live with their families for four or five years after-
wards, the husbands are sometimes deceived, and find on receiv-
ing their wives that, after marriage, they have acquired that sort
of knowledge which is supposed to be most inauspicious to tl ^i r
husbands. Although this female erudition scarcely ever proceeds
further than being able to indite a letter and to examine an
account, yet it has been the means of rescuing many families
from threatened destruction.
The women of rank live much less dissipated lives than the
men, and are generally better fitted for the management of their
estates, on which account they are considered intolerable
nuisances by the harpies who seek to prey on their husbands
and to plunder their estates.
SECTION XVIII
The District of Dinajpur
Population . — ^In 1806, the total population of the district was
estimated by Dr. Buchanan at 3,000,000 of persons, of whom
2,100,000 were Mahomedans and 900,000 Hindoos, or in the
proportion of seven of the former to three of the latter. The
Hindoos appear at one time to have been almost entirely extir-
pated, most of those now in the district being the progeny of
newcomers. The greater part of the Iwdlords are new men who
8TATB OF EDUCATION IN BENGAL
111
have recently purchased their estates, and who were formerly
either merchants, manufacturers, agents of landholders, or
native officers of Government. The old zemindars are either the
prey of religious mendicants or are totally abandoned to sottish
dissipation. Of the Hindoo population only 70,000 belong to the
pure tribes, the remainder being impure, very lowi or utterly
degraded. Slaves are not numerous. They were mostly pur-
chased during the great famine of 1769 and the scarcity of 1787;
but they turned out so idle and careless that their employment
was found much more expensive than that of hired labourers.
The following are the principal towns : — Dinajpur containing in
1806 about 5,000 houses and 30,000 inhabitants; Malda 3,000
houses; Gaur 3,000; and Raygunge 1,000.
Indigenous Elementary Schools. — The state of elementary
education in this district is, according to Dr. Buchanan, verj’^
low. Natives of the district qualified to hold any office superior
to that of a common clerk are difficult to be found, and of course
strhngers fill the principal offices both public and private.
The district has twenty-two police sub-divisions of which
thirteen contain 119 elementary 'Bengalee schools and nine
Bersian ones, nine of the sub-divisions having no elementary
schools whatever. In the towns of Dinajpur and Malda the
average number of scholars to each master is about 20 and the
fees are from four to eight annas a month, according to the
progress the children have made. On an average the fees are six
annas each or seven and a half rupees a month for 20 scholars,
which in this district is a decent income; but in country places
the average number of scholars does not exceed twelve, and the
fees are from one to four annaSf or on an average two and a half
annas a month, so that the total average income is only one
rupee and 14 annas a month. Even these small fees are beyond
the reach of the bulk of the people, so that, were not many
parents at the pains to instruct their own children, very few
would be able to read and write. Even with this assistance Dr.
Buchanan is of opinion that not more than one-sixteenth of the
men bom in this district acquire these accomplishments.
The Persian schools are nearly as much frequented by
Hindoos as by Mahomedans, for the Persian language is^ consi*
dered as a requisite accomplishment for every gentleman, and
it is absolutely necessary for those who are candidates for. offices
112
STATE OF EDUCATION IN BENGAL
in the courts of Jaw. TJie number of pupils in the district is
very small, and most of the people of any rank or wealth have
their children instructed by private tutors who are procurable
on the most moderate terms. The studies usually pursued are
forms for correspondence, process of law, and legendary tales,
ihe Hindoostance would appear to be only colloquially known
to the population, and the people of higher rank teach their
children to speak a high style of it, consisting almost entirely of
Arabic and Persian terms. Although Mahomedans iorm the
majority of the population, and the Hindoostanee is generally
understood, yet it is not taught in any school nor spokeh by the
common people who have either adopted or never relinquished
the dialect of Bengal.
Dr. Buchanan expresses the sound and judicious opinion
that no considerable improvement in the education of Indian
youth can be hoped for until each popular language has obtained
some books fitted to render the common people wiser and better.
He iidds that the books wanted for this district should be com-
posed by Mahomedans, who are the majority of the people » and
are most in want of instruction.
Elementary School not Indigenous . — The wife of a mission-
ary in connection with tlie Serampore mission has established a
boys’ school at Sadhamuhal in this district, where every previous
attempt of the kind had proved abortive. She has had a regular
attendance of full 20 children, and her continual superintendence
has secured a very gratifying progress in the scholars. At the
beginning there was only one boy in the place who was known
to be able to read, but now the whole of the first class read the
New Testament, and a number more are advancing to the same
degree of proficiency.
Indigenous Schools of Learning . — Of the twenty-two sub-
divisions of the district, there are fifteen without any schools of
learning, and the remaining seven have only sixteen schools.
Most of the teachers possess lands which enable them to provide
for their own subsistence as well as that of their pupils, and they
receive gifts from all Hindoos of any distinction. 'Ihere is, how-
ever, no necessity for a person who holds these lands to instruct
youth, and when the celebrity of a teacher has procured large
grants of land, his heirs, although they continue to enjoy the
estate, are not bound to teach. They may retain the high title
STATB OF EDUOATIOK IN BENGAL
113
of Pundit without devoting themselves to the business of instruc-
tion, or they may even betake themselves to the degrading
affairs of the world without forfeiting the property. Very much,
however » to the credit of the Brahmans, such a neglect is not
usual, and one son of the family continues generally to profess
the instruction of youth. If there are other sons they follow
their natural inclination. With such a system, however liberal
it may bo in appearance, and to whatever merit the individual
professors are justly entitled, it must be evident that the work
of education will go on but slowly. It is even to be feared that
it would altogether stop, were it not for the charity which usually
follows considerable reputation as a teacher.
Students usually commence the study of the Sanskrit
language about twelve years of age, after they have been instruct-
ed in the knowledge taught in the elementary schools. The
principal studies are, as elsewhere in Bengal, grammar, law, and
metaphysics, and less frequently the philosophical theology of
the Veds, the ritual of modern Jliiidooism, and astronomy, to
which may be added medicine or rather magic.
The Vaidyas or medical tribe, and even some rich Kayasthasi
are permitted to study such portions of Sanskrit literature as
have been composed by wise men; but they are excluded from
whatever is supposed to be of divine origin and authority. Dr.
Buchanan remarks that the exclusiveness with which Sanskrit
learning has been appropriated to the sacred tribe may have
tended to increase the general ignorance; but that there can be
no doubt that those who possess it enjoy very considerable advan-
tages over their countrymen. The Brahmans generally speak-
ing have an intelligence and acuteness far beyond other Hindoos;
and he further thinks that they are subject to fewer vices, and
that those persons will be found to approach nearest their good
qualities who are admitted even to the porch of science. Here
as well as elsewhere it will be found that although intellectual
cultivation and moral excellence are neither identical nor always
concomitant, yet the addiction to intellectual pursuits and enjoy-
ments, coeteris paribus^ leads to the elevation and improvement
of the moral character. Amongst the multiplied means, there-
fore, which civilization and philanthropy will suggest for t e
reformation of a whole people, let us not altogether neglect one
of which, however unfamiliar it may be to our conceptions,
114
STATB OF BDUCATION IN BENGAL
experience has established the utility, and which has in fact been
the salt of the earth, preserving the country for centuries past
amid general debasement and corruption from total ignorance
and depravation.
It does not appear that there is any school in which Arabic
or the sciences of the Mahomedans are taught, — a remarkable
fact respecting a populous district in which so large a proportion
of the inhabitants is Mahomedan. j
Although some of the Mahomedan priests can reAd the
portions of the Koran that are appropriated for certain cererf^onies,
yet Dr. Buchanan heard a general complaint from the kazis that
few understood a single word of that language, and that the
greater part had mearly learned the passages by rote so as to
enable them to perform the ceremonies.
N ative Female Education ,— The education of native females
would appear to be viewed in the same light in this district as in
Eangpur. Women are not only not educated, but the idea of
educating them even in the most elementary knowledge is
treated with contempt and even reprobation.
STATE OF EDUCATION IN BENOhAI
115
Appendix to Section XVIII
Extracted from the General Statistical Table of Dr, Budtanan*9
Report on the District or Zillah of Dinajpur
Numbers |
Heud and Total Diviaioo or Tbanas
m
1
1
P
a
m
0)
fr
a
CommoD Hiodn Schools
Persian Schools
Proportion
between
number of
Hindus
Moslems
1
Rajarampur
4
8
8
2
Birganj
2
4
12
8
Tbakorgram
1
4
12
4
HaDisoDgkol
1
16
6
Pirgaoj
4
12
6
Hemtabad
i
9
7
7
Ealijaganj
2
2
8
8
6
Bangsibari
...
...
4
12
9
Jogodol
...
2
8
8
10
Malda
1
10
2
10
6
11
Purusa
2
14
12
Qongarampur
1
10
6
10
18
Potiram
8
40
8
12
4
14
Potuitola
...
4
12
15
Badolgachr
...
6
10
16
Lalbazar
4
12
2
6
10
17
Gbiotamon
6
10
18
Howrah
...
12
••
4
12
19
Nawabganj
12
6
10
20
Ghoraghat
i
10
i
4
12
21
Hbyettal
4
12
22
Dinajpur
...
*6
6
10
Total
16
119
B
® 1
7
116
BTATB OF EDUCATION IN BENGAL
SECTION XIX
The District of Purnbah
Population . — In 1789, Mr. Suetonius Grant Heatly, then
Collector of Pumeah, computed the number of villages within
the limits of the district at 5,800, from which he infeifred a
population of 1,200,000 persons. In 1801, Mr. W. S. liLs re^
ported the number of villages to be 7,056 and the estimated total
population 1,450,000 persons. Dr. Buchanan was of opinion
that, during the forty years prior to 1810, the populatioii of
Purneah had nearly doubled, and his computation, the result
of a much more laborious investigation, exhibits a total popula-
tion of 2,904,380 persons in the proportion of forty -three Maho-
med ans to fifty- seven Hindoos.
Of the latter more than half still consider themselves as
belonging to foreign nations either from the west or south,
although few have any tradition (‘concerning the era of their
migration, and others have no knowledge of the country whence
they suppose their anc'estors to have come. Comprehended in
the above population are various classes of slaves. They are
allowed to marry and their children become slaves ; but the
individuals of a family are seldom sold separately. One class of
slaves are the most useful description of labouring people.
Their owners seldom use the power they possess of selling them.
Although the Mahoniedans are in proportion fewer than in Dinaj-
pur, they have more influence, much more of the land being in
their possession. The manners of the capital town are entirely
Mahomedan, and the faith is apparently gaining ground. Except
artists, all the Mahomeadns call themselves ehaik as deriving
their origin from Arabia, but a great majority are not to be
distinguished from the neighbouring Hindoo peasantry. In
1810, there were twelve families of Native Christians who are
called Portuguese and who are chiefly employed as writers.
Among the Eajpoots are a few Sauras or worshippers of the sun.
Within the whole district there are reckoned to be 482 market-
places, and the principal towns are — ^Purneah containing 6,000
houses, Nautpoor 1,400, Kushba 1,400, Dhamdaha 1,300, and
Matanti 1,000
STATE OP EDUCATION IN BENGAL
117
According to Buchanan the dialects spoken in the district
are in a state of great confusion. The emigrations appeared to
him to have been so recent that the people had not yet moulded
their discourse into a common language. The Bengalee and the
Hindee, and different dialects of each, contend for the mastery.
The Bengalee character is very little used, and except among the
traders of Bengal settled in almost every part, it is chiefly
confined to the eastern sub-divisions, and even there the accounts
of the zemindars are kept both in Nagrce and Bengalee.
In the sub-divisions of Sibgunj, Bholabat, Kaleyachak,
Kharwa, Nehnagar, Delalgunj, and Udhrail, the Bengali language
is by far the most prevalent. In Gorgurilah and Kirchugunj both
dialects and both characters are very much intermixed, so that it
would be difficult to isay with certainty which is most prevalent.
The Bengalee perhaps is a little more common in the former, and
the Hindee in the latter. In Bahadurgunj and Matagari on the
frontier of Morung, many of the tribes from the east speak
Bengalee. The Hindee and Mithila are, however, by far the
most prevalent, and in all the remaining sub-divisions little else
is spoken in conversation. The oraj use of Hindoostanee is
generally understood except among the very lowest of the people.
The western portion of Purneah formed part of the ancient king-
dom of Mithila, together with the modern districts of Tirhoot
and Sarun in Behar and part of the adjacent tracts now possessed
by the Nepaulese. Within those territories a distinct language
was spoken still named the Mithila, or Trihutya, or Tirahuti, and
accordingly in the western portion of Purneah learned Hindoos
still use in their literary compositions the character called
Tirahuti which differs little from the Bengalee in form, but much
in pronunciation. With some exceptions, the Brahmans of
Mithila pronounce their words nearly in the same manner with
those of the south of India. The dialects of the Bengalee
language, where it is spoken, are exceedingly impure. There
is not only a difference in almost every petty canton, but even
in the same village several dialects (Mithila, Magadha, Sambhal*
&c.) are often in common use, each caste retaining the peculiar
words, acceptations, and accents of the country from which it
originally came. The Hindee ie in a still greater state of confu-
sion. There are local dialects which often vary so much that
one is not only not spoken, but not even understood, by those
118
STATE OF EDUCATION IN BENGAL
who use the other. There are, however, two chief dialects
One is an Apabhasha or vulgar tongue, spoken by the lowest
classes, by the women, and even by a large proportion
of the Brahmans. This dialect contains many songs and several
hymns in praise of the village deities, but none of them appear
to have been committed to writing. The second is called
Desbhasha or the language of the country, and is spoken by a
considerable portion of the Brahmans and persons of tl^e higher
ranks and also by a very small proportion of the woiJaen, but
even these use the first dialect when they speak to tJ^eir ser-
vants. The Desbhasha is also used in correspondence by 'persons
of rank and education, but a good many who can speai it, or
understand it when spoken, especially among the Brahmans,
cannot write it at all, and several use it in business without ac-
quiring a pure style. Not above 3,000 men in the whole district
understand this language, so as to speak it with propriety, nor
can half that number write it. Perhaps 300 women understand
it when spoken, and of these only about 20 were known to be
able to correspond in this dialect, or indeed in any other, and all
these lived to the west of the Kosi river. It is only on the west
side of the Kosi that there is any considerable degree of educa-
tion among the people of this district who speak the Hindee
language.
In the preceding details, I have endeavoured faithfully to
abstract Dr. Buchanan's account of the confusion of tongues
prevailing in this district, although I am not sure that I have
always caught his meaning which is sometimes obscurely expres-
sed. The statements it contains are curious, and probably in
most respects correct; but I should apprehend that in some
instances he may have transformed mere provincialisms, such
as are found to exist in the counties of England, into radical
diversities of language.
Indigenous Elementary Schools . — ^In the eighteen sub-
divisions of the district, Dr. Buchanan found 643 elementary
schools amongst the Hindoo population, there being only one
sub-division entirely destitute of such schools. These schools
he considered very inadequate to the demand, and a large propor-
tion of the children of the district are taught to read and write
by their parents. A few teachers in the principal towns keep
public schools attended by from 15 to 20 boys, but in general the
STATE OF EDUOATIOK IK BENGAL 119
teacher is hired by some wealthy man who gives him wages and
food and commonly allows him to teach a few children belonging
to his neighbours, but some refuse this accommodation. Other
employers do not undertake to feed the teacher daily, and he
has to go in turns to the houses of the parents of the children
whom he instructs. In this district no one teaches to read the
Hindee (Nagroe?) characters without at the same time teaching
his scholars to write them.
The number of Akhuns or inferior description of Mohame-
dan teachers is stated by Dr. Buchanan to have been 66, there
being six districts that have none at all. The Persian or Arabic
characters are taught without writing them which is made a
separate study. By far the greater part of the people who in
this district acquire the mystery of reading the Persian charac-
ter, proceed no further, nor do they attempt to understand what
they read. This character is very little used for writing Hin-
doostanee, which indeed is chiefly a colloquial language, and is
seldom written even in the transaction of business. Many,
however, study the Persian language, and it is supposed that
there are about 1,000 men capable of (5onduoting business by
means of it ; but in general they have confined their studies
merely to the forms of correspondence and law proceedings.
Pew, indeed, are supposed to bo elegant scholars, and none pro-
fess to teach the higher parts of Persian literature.
The results of elementary education throughout the district
are given by Dr. Buchanan in a separate table, from which it
appears that, according to his information, there were 18,650 men
capable of keeping common accounts, 16,550 who could sign
their names, and 1,830 men and 483 women who understood the
common poetry.
Indigenous Schools of Learning . — Throughout the district
Dr. Buchanan reckoned 119 schools of this description, possess-
ing various degrees of respectability. The subjects taught are
grammar, logic, and law, astronomy and the modem ritual, the
teachers of the two latter, although classed as learned men,
being less respected than the former. Some even of the most
respected class were reputed to possess but superficial acquire-
ments. The students are said to be inattentive and to take long
vacations. About as many students go to other districts from
Pumeah as are attracted to it from other quarter®. No Pundit
120
STATE OP EDUCATION IN BENGAL
had above eight scholars altogether which is less than two for
each teacher. The Pundits in the district, including the pro-
fessional teachers, amounted to 247, but the claims of many to
the title were deemed questionable. A great many other persons
to the number of 1,800 or 1,900 assume the title of Pundit, but
are distinguished from the former by the name of dasakarmas.
They ofi&ciate as priests to the Sudras, and towards the west
they act in the same capacity for very low castes ; but in those
parts few can read or write any language. They understand,
however, the poetical legends when read, have acquir^ some
knowledge of the marvels they contain, have commiijited to
memory the necessary forms of prayer, and can perform the
usual ceremonies. In the eastern parts of the district, where
the manners of Bengal prevail, there is a class of Brahmans who
oflBciate for the lower castes of Sudras, and their knowledge is
nearly on a level with that of the dasakarmas. The dasakarmas,
who act as priests for the higher order of Sudras, can read and
are able to pray from a book. A good many of them have studied
for a year or two under a learned teacher, and have some slight
knowledge of grammar and law. Some of them can understand
a part of the ceremonies which they read, and some also can
note nativities. A very few of the medical tribe in the south-
east corner of the district have studied the sacred tongue.
It is remarked that science is almost entirely confined to
two of the comers of the district, the old territory called Gour,
and the small portion situated to the west of the Kosi. In the
former case, the effect is attributed to the care of a native public
of&cer who had several estates in that vicinity, and still retained
a part at the time of Dr. Buchanan’s investigation. He appoint-
ed six pundits to teach, and gave them an allowance besides the
lands whic.h they possess. They are reckoned higher in rank
than the other professors in the vicinity, and are called raj-
pundits. The thirty-one pundits in that quarter addict them-
selves chiefly to the study of grammar, law, and the mythologi-
cal poems. Logic and metaphysics are neglected, as well as
astronomy and magic. In the western side of the district there
are no less than thirty-three teachers within a small space, and
there astrology as well as metaphysics is studied ; mythological
poems are not much read and magic is not known. The number
of the teachers is owing to the patronage of the Eajahs of
STATB OF EDUCATION IN BENGAL
121
Darbhanga to whom the greater part of the lands belong; but
their patronage did not appear to be very efficacious, for, of the
thirty-three Pundits in the whole territory west of the Kosi, only
eight were considered well-versed in the sciences and learning,
which they professed to teach, viz., one in logic and metaphysics,
three in grammar, and four in astrology. All these are Mithila
Pundits.
Dr. lluchanan has communicated some details of the pro-
portions in which the different branches of learning were studied.
Eleven Pundits taught metaphysics; of these six confined them-
selves entirely to tliat briinch ; one also taught grammar, another
added law; two others with law also read the Sri hhagvut; and
one man included the whole of these within the range of his in-
structions. There v ('.re no less than thirty-one teachers of the
la^v, of whom one only confined himself to that pursuit; twenty
of them taught one additional science ; and of these nineteen
taught grammar, and one logic and metaphysics ; eight taught
two additional branchc's, of whom throe taught grammar and
explained the biiagvut, two taught logic and metaphysics and also
explained the bliogvui, two taught grammar find the modern
ritual, and one taught grammar ancl astronomy. Two taught
three other branchc's, one explaining grammar, logic and the
mythological poems and the other substituting the modern ritual
for logic. Of eleven teachers of the astronomical works, ten
professed nothing else. Of seven persons who taught the
modern ritual, one only confined himself to it, two professed the
law, three taught grammar and the metaphysical poems, and six
were proficients in grammar. Only five Pundits limited them-
selves to the teaching of grammar.
With regard to the state of medical education and practice.
Dr. Buchanan ascertained that there were twenty-six Bengalee
practitioners who used incantations (muntras); thirty-seven who
rejected them and administered medicine; and five Mahomedan
physicians who seemed to be little superior to the Hindoos. The
doctrines of both are nearly the same, and seem to be founded on
the school of Galen. Those who practice at large make from
10 to 20 rupees a month. They do not keep their recipes or
doctrines secret, but seemed to practice in a liberal mamer,
although without having gained a high reputation. A considera-
ble number are servants, and attend on wealthy families or a
11— 1826B
122
8TA3!£ OF BIXUGATJON IK BBNOAL
monthly pension. Many of them oannot read. There is another
class of medical practitioners who reject incantations and exhibit
herbs. They have no books, and the greater part cannot read
the vulgar tongue. They have been early instructed in the use
of certain herbs in certain diseases. Dr. Buchanan heard of
about 450 of them, but they seemed to be chiefly confined to the
Hindoo divisions of the district, and they are held in very low
estimation. There is also a class of persons who profess to treat
sores, but they are totally illiterate and destitute of science, nor
do they perform any operation. They deal chiefly in oils. The
only practitioner in survery was an old woman, who b^ad become
reputed for extracting the stone from the bladder, -i^hich she
performed after the manner of the ancients.
According to Dr. Buchanan the science of the Arabs has
been exceeding'ly neglected in this district, so that very few even
of the kazis are supposed to understand the Koran or any Arabic
work on grammar, law or metaphysics. He did not hear of one
man who attempted to teach any of these branches of learning,
and he expresses a doubt whether even one man employed in
administering the Mohammedan law and bom in the district was
tolerably well- versed in the subject, or so well informed or liber-
ally educated as the common attornies in a country town or
England.
English School . — An attempt is in progress to establish an
English school upon an extensive scale in this district. The
school was opened on the 20th January last, and on the 10th
of February there were eight scholars. More were expected in
a short time. All the wealthy inhabitants have subscribed to
the school fund, and the annual subscription exceeds 3,000
rupees.
STATB OF BDDCATION IN BENGAL
128
Appendix to Sbotiom XIX
Extract from Oeneral Statistical Table of Dr. Buchanan’s Report
on the District or Zillah of Pumea
Number |
Dhiaion
Number ol
people
Proportion
between
number of
State of Educa-
tion
Moslems
Hindoos
a
s
a
flO
K
JQ
T3
<
BD
a
9
M
<
Gnrus
1
Ha veil
164,000
9
7
2
10
100
2
Dangrakhora ...
184.000
6
10
2
2
25
8
Gondwara
167,000
4
12
2
3
60
4
Dbamdaba
• ••
260,000
4
12
17
5
10
5
Dimly a
142,000
4
12
16
10
100
6
Matryari
166,000
4
12
3
6
7
Aianya
142,000
8
8
2
...
...
8
BabadurgnD] ...
262,000
6
10
5
100
9
Udhrail
...
176,690
9
7
44
80
10
ErisliDagunj
246,000
10
6
4
90
11
Dulalgunj
146,000
30
6
...
5
50
12
Kehnagar
186,000
10
6
...
2
6
13
Kharwa
96,000
6
10
1
2
12
14
fiholahat
122.880
6
10
9
8
60
15
fiibguni
126,000
10
6
20
4
10
16
Ealiya Cbak
98,000
7
9
2
4
50
17
Gorguribab
...
112,000
6
10
2
4
10
18
Manibari
130,000
4
12
5
Total
-
2,904,860
123
165
119
66
648
194 BTATB OF EDUCATION IN BENGAL
\
— ^
Men capable of keeping common
accounts.
Men who can sign their name
Man who can understand the com-
mon poetry.
Women who can understand the
Qommon pootry
S
ro
s
1,000
1
2.300
llfiveli
o
o
o
1
1
\
Bangrekhora
s*
o
S
00S‘l
Gondwara
09
i
1
3,000
i
DS
8
Dliamdaha
i
1,200
i
Diniiya
o
I
M at ryari
g
1 !
! 1.200 j
g Arariya
i
8
i
Bahadurgunj
o
CO
o,
©
1.000
1
Udhrail
§
§
1
Krishangun]
to
s
I 1,550
1
Dulalgunj
o
B
Nehnagar
s
i
Kharwa
i
i
3,760
Bholahat
I
§
Sibgunj
i
S
§
Kaliya Chak
i
i
Oorguribah
1
i
Manihari
S
1
i
s
1
Total
Extract from fable No. 12 of Dr. Buchanan’t Befort on Ptemea, explaining the state of Education
among the People of that Diatrict
STATE OF EDUCATION IN BENGAL
125
SECTION XX
Conclusion
It was my intention after treating of Bengal to extend this
view of the state of Native education to Assam, Arracan, the con-
quests south of Eangoon, and the Straits Settlements; to the
Provinces of Behar, Allahabad, Agra, Delhi, the country between
the Sutlej and the Jumna, and the Saugor and Nerbudda terri-
tories. To arrange the materials I have collected for that pur-
pose, would occupy the time which must be employed in filling
the outline now sketched of the state of education in Bengal,
and my first purpose, therefore, must for some time at least be
postponed.
In preparing the present .sketch I have sometimes feared that
I was yielding to the temptation of unnecessary diffuseness ; but
1 am re-assured by observing that the sort of information which
I have collected and placed upon record is precisely that which
His Majesty’s Government at home have in two different ins-
tances sought or desired to obtain. With a view of endeavouring
to ascertain the statistics of education in England, the late
Government in 1833 requested returns to be made to certain
questions from each town, chapelry, and extra-parochial place in
England and Wales, specifying the amount of the population;
the number of the schools, whether infant, daily or Sunday
schools, established or dissenting, endowed or unendowed ; the
number, sexes, and ages of the scholars ; the salaries and endow-
meiits of the teachers, &c., &o., &c. (See Journal of Education^
iVo. AT/7, for January^ 1835.) In a discussion which took place
m the House of Lords on the 27th of February, 1835, respecting
the means of giving complete effect to the Act for the eman-
cipaton of slaves in the West Indies, the Secretary for the
Colonies stated that “ any plan of Government on the subject of
education must be attended with considerable expense; but he
was anxious to see what could be done by the colonies them-
selves, by religious and patriotic societies, and by private indi-
viduals, before he called on Parliament for aid. It thus
appears to be the deliberate and practical conviction of Hi§
Majesty *e Government, both under the present and under the
late administration, and with reference to England and Wales as
186
BTATB or BOUOATION IN KNOAL
wen ae to the West Indies, that the first step towards a national
system is to ascertain what has been or can be done for the
promotion of education by private means. In imdertaking and
prosecuting, therefore, the investigation of which I now present
the first-fruits, we are encouraged by the example and stimulated
by the declared opinions of His Majesty’s Government, tha
gratifying spectacle being thus presented of similar and simul-
taneouB efforts in England, in the West Indies, and in British
India, to promote the great cause of general educatijcn.
Calcutta,
1st July, 1836.*
W. ADAM.
Long's edition has lat IBSB*
SECOND REPORT
ON THE
STATE OF EDUCATION IN BENGAL
RAJSHAHI
1836
The report on the State of Education dated 1st July 1835
presented a view of the information possessed on that subject
at that date with reference to all the districts of Bengal ; and
the object of the report, now respectfully submitted to the
General Committee of Public Instruction for the information of
Government, is to fill up a small portion of the outline then
sketched with ampler, and it is hoped more accurate, detail.
The district to which those details ecxlusively relate is that
of Kajshahi, to which attention was, in the first place, directed
on the following grounds: — ^The route prescribed to Dr. Francis
Buchanan (Hamilton) in conducting the statistical investiga-
tions which he undertook by the orders of Government about 80
years ago, as quoted in the preface to the printed edition of his
I'eport on the district of Dinajpur, is described in these terms —
“ The Governor-General in Council is of opinion that these in-
quiries should commence in the district of Eangpur, and that
from thence you should proceed to the westward through each
district on the north side of the Ganges until you reach the
western boundary of the Honorable Company's provinces. You
will then proceed towards the south and east until you have
examined all the districts on the south of the great river, and
afterwards proceed to Dacca side and the other districts towards
the eastern frontier.** In conformity with these instructions,
Dr. Buchanan visited and examined the Bengal districts of
Bangpur, Dinajpur and Purniya ; and when the route to be fol-
126
STATE OP EDUCATION IN BENGAL
lowed in the present inquiry came under consideartion, it was
proposed and sanctioned that the general course prescribed to
Dr. Buchanan should be adopted — not retracing any of the
ground already trodden by him, but beginning from the point in
Bengal at which his labors appear to have been brought to a
close. If hifl investigations had been prolonged, the district of
Bajshahi, in pursuance of his instructions, would probably have
received his (earliest attention, and it lias consequently form|Bd
the first subject of the present inquiry. 1
The appended tables relate only to one thana or police sun-
division of that district. I at first contemplated the practicabi-
lity of traversing tVie entire surface of every district and of
reporting on the state of education in every separate thana which
it contained, but when 1 actually entered on the work, 1 found
that an adherence to the instructions I have received would
render this impossible, or possible only with such a consump-
tion of time and such a neglect of purposes of practical and
immediate utility, as would tend to frustrate the object in view.
My instructions state that “ the (reneral Committee deem it
more important that the information obtained should be com-
plete as far as it goes, clear and specific in its details, and de-
pending upon actual observation or undoubted authority, than
that you should hurry over a large space in a short time, and be
able to give only a crude and imperfect account of the state of
education within that space. With a view to ulterior measures,
it is just as necessary to know the extent of the ignorance that
prevails where education is wholly or almost wholly neglected, as
to know the extent of the acquirements made where some atten-
tion is paid to it.” The soundness of these views will not be
disputed, but to extend over every sub-division of every district
throughout the country, the minute enquiry which they prescribe
is not the work of one man or of one life, but of several devoting
their whole lives to the duty. Without attempting, therefore,
what it would be impossible to accomplish, I have sought to
fulfil the instructions of the Committee by thoroughly examining
the state of education in one of the sub-divisions of the district
which, with such qualifications as will appear to me necessary,
may be taken as a sample of the whole; while, at the same time,
the state of education generally in the other sub-divisions, and
of particular institutions worthy of note, has not been neglected.
STATE OF EDUOATION IN BENGAL
129 ’
SECTION I
Sub-Divisions and Population
Kajshahi was formerly the most extensive district of
Bengal, comprehending, act'ording to Major Eennell’s computa-
tion in 1784, 12,999 square miles; at which period also the popu-
lation appears to have been estimated at 1,997,763. After that
date several important pergunnahs were detached from it, and
joined, it is believed, to the district of Moorshedabad ; and in
1801 the population of Rajshahi was estimated at 1,500,000.
Aboul twenty-five years ago, two thanas, viz., those of Chapai
and Jkahanpur, were, in respect of police and fiscal purposes, de-
tached from Eajshalii, and employed with two from Dinajpur
and four from Purriiya to form the joint magistracy and deputy
collectorship of Malda. About ien years after, four other thanas
of Eajshahi, viz., those of Adamdighi, Nakhila, Serpur, and
Buggoorah, with two from Eangpur and three from Dinajpur,
were for the same administrative purposes, employed to form the
joint magistracy and deputy collectorship of Buggoorah. Still
more recently within the last seven and eight years, five other
thanas, viz., those of Shajatpur, Khetapara, Eaigunge, Mathura,
and Pubna, were in like manner separated from Eajshahi to
contribute with four from Jessore to form the joint magistracy
and deputy collectorship of Pabna. After these large reduc-
tions the district still contains ten thanas and three ghatis, in
all thirteen police sub-divisions.
These sub-divisions are here enumerated in the order of
their estimated relative territorial extent, beginning with the
largest; viz., thanas Bhawnigunge, Hariyal, Nattore, Chaugaon,
Bauleah, Bilmariya, Tannore, Manda, Dubalhati, and Godagari ;
and ghatis Puthiya, Surda, and Mirgungc. Of these Nattore is
the most central, and is that to which the tables in the Appen-
dix refer, being taken as a standard by which to judge of the
condition of the remaining sub-divisions. Its greatest length
from north to south is estimated by well informed persons in the
district at 22 miles, and its greatest breadth from east to west
at 20 miles. These are estimated, not measured, distances, and
180
BTAm OS' HDTOArriON tN
may be a little below or a little above the truth ; and even, if
taken as strictly correct, they must be understood to exprees
only the distance of the extreme and opposite limits without im-
plying that the same length and breadth will be found at all
points. As the different districts run into and dove-tail with
one another, so do the different sub-divisions of the same dis-
trict. The space, therefore, contained in the thana of Nattore
will not be correctly judged from the extreme length and breadth
which would make it equal to 440 square miles, whereas the
actual area probably does not amount to more than 350. Com\
paring the other sub-divisions with Nattore, Bhawanigunge andS^
Hariyal liave each a larger extent of surface, but much of the \
former is occupied by jungle and of the latter by water, the '
Chalan Bil, the largest lake in Bengal, being principally includ-
ed within its limits. Chaugaon and Bauleah are about equal in
extent, and each rather smaller than Nattore; and Bilmariya
and Tannore are one grade smaller. Manda is rather larger than
Dubalhati or Godagari, the two latter being the smallest in size*
of the thanas. The ghatis are still smaller considered merely
in reference to territorial extent, and of the three Puthiya i»
the largest. Besides Bhawanigunge, Manda, Tannore, Dubal-
hati and Godagari have much jungle in which the wolf and tiger
have their haunts. The three ghatis are sections of contiguous
thanas, placed under separate Native superintendents, to give'
greater vigour and efficiency to the administration of the police.
About the end of 1834, Mr. Bury, the magistrate and col-
lector of the district, caused returns to be made to him by the*
different daroghas, showing the number of families — of men,
women, and children — and of chowkidars in each thana. I was-
permitted to examine them, and the following are the results
which they exhibit, omitting the column relating to chowkidars.
OF BDlSrOAmV tS AL
181
Population Beturns of 1884
ThtDM.
i
a
a
Men.
Women.
Cbildren.
.3
OS
■
•s .
<5
1 s
OB
3
a
H
OD
a
•I
a .
3
d
3
•o
3
3
■
3
m
a
n
B
3
s
B
P
'O
c
3
B
C
g
B
3
Bbtwaiiiguiige ...
22,936
12,892
38,691
11,666
87,279
86,076
83,110
21»,714
Nattore
27,604
21,030
42,046
21,673
42,622
90,296
36,012
186,4t)9
Hariyal
91,716
17,417
29.962
17,764
29 680
14,680
29,205
138,617
Bauleah
16.776
10,760
28.488
11,309
•24,228
16.068
17,988
99, 7*21
Bilmariya
9,707
12,364
20,461)
11,603
19 081
8,474
16.648
88,529
Tannore
12,674
4,843
18,481
6,447
20 484
8,867
16.748
69,870
ChiQgaon
11,797
8,161
16,871
8,540
14,721
4,921
10,367
62.061
Manda
9 836
7,314
11,690
7,866
Tl.'644
4,227
8,001
60,201
Puthiya
6,978
3,866
11,086
3,a33
11,064
3,610
11,881
44.660
Sarda
4,076
3,726
7,940
8.782
8,096
2,928
8,033
34,499
Dobalhati
6,112
3,122
7.672
3,345
8,163
9,:80
7,933
82,515
Mbrgusge
8,769
2 , 6 1 €
4 423
2,922
4,650
1,845
4,408
20,860
Oodagari
4,076
3,269
8,148
3,212
3,^92
2,452
2 660
18.283
Although it is not expressly stated in the returns, yet it
seems to have been generally understood that all who had en-
tered on their sixteenth year were reckoned as men and women,
aad all who had not completed their fifteenth year were reckon-
ed as children. The following is an abstract of the results thus
obtained: —
1. — ^The total population of the district is 1,064,956 peFiOlUt
of both sexes and all ages.
3. — ^Tbe total number of families is 156,4I$4.
182
STATE OP EDUCATION IN BENGAL
3. — The average number of persons in a family is thus 6’ 721,
or rather more than 6J. It should be noted here that the term
translated family or house is often employed to describe an
aggregate of families, as when two or more married brothers live
in a collection of lints or buildings having one enclosure, one
entrance, and one court.
4. — The number of males above 15 years of age is 342,629.
5. — The number of females above 15 years of age 347,545f
6. — The number of children below 16 years of age is 374,782.
7. — The number of Hindus is 394,272. \
8 — l''h(' number of Miisalmans is 670,684.
9. The proportion of Musalmans to Hindus is as 1,000 to
587-8.
I have given the preceding table and its results because they
exhibit the latest official returns of the population of the district ;
but I should add that the magistrate and collector expressed
great doubt of the accuracy of the returns. The table contains
internal evidence of error, of which the first series of figures re-
lating to the thana of Bhawanigunge affords obvious examples.
Thus in that police sub-division there are stated to be in all only
22,935 families, while the materials in men and women are at
the same time said to exist of about 12,000 Hindu families and
38,000 Musalman families, in all 50,000 families — a difference
which cannot be satisfactorily explained by supposing an unusual-
ly large number of widows and unmarried persons. Again, the
Hindu men and women, are stated at about 12,000 each, and the
Musalman men and women at about 38,000 each; on the other
hand the Hindu children are made to amount to 86,000, giving
about seven children to each Hindu couple, while the Musalman
children are made to amount to only 33,000, giving less than one
child to each Musalman couple — an excess in the former case, a
deficiency in the latter, and a disproportion between the two
classes which arc irreconcilable with all exj;)crience and proba-
bility. In point of fact there were no checks whatever employed
to guard against error, the magistrate requiring the returns froiki
the daroghas, and the darogha® from the zemindars ; the zemin-
dars employing their gomashtas or factors; and the gomashtaa
depending on the mondals or headmen and the chowkidars or
watchmen of the villages for the desired information. Beside*
the unintentional errors that might be expected to arise in such a
STATE OF EDUCATION IN BENGAL 13B
diluted process, executed in all its parts by ignorant and unin-
terested men, it is not improbably supposed that both land-
holders and cultivators are indisposed to make faithful returns
whenever misrepresentation can escape detection. They have
vague fears about the objects of such inquiries, the landholders
apprehending an increase of assessment, the cultivatorp a re-
quisition for their personal services, and both shrinking from that
minute inspection of their condition which* such inquiries involve.
Without ample explanation, therefore, and without checks of any
kind, it is vain to expect accuracy in such investigations.
While endeavouring to ascertain the amount of means em-
ployed for the instruction of the population of a given district, it
is important to know how far those means come short of the
object to be accomplished, i.e., come short of giving instruction
to the whole teachable population. With a view to this result,
one of my first objects was to ascertain the number of children
between 14 and five years of age, which, after consideration and
enquiry, I assumed to be the teachable or school-going age.
It was evident that, having to deal in this matter for the most
part with uninstructed villagers who, whatever their other
virtues, are not remarkable for habits of accuracy and precision,
they would be frequently apt to include under this age both
adults above and children below it, unless T stimulated and aided
their attention by requiring separate and distinct statements of
the number of persons above 14 and below 5. Columns third and
fifth, therefore, of Table I,* were at first regarded only as auxi-
liary to the strict accuracy of the information contained in
column fourth, which alone I considered as properly belonging
to my enquiry. I mention this that I may not be supposed to
have charged myself with a different duty, viz., the taking of a
census of the population, from that which was entrusted to me^
although I do not imagine that Government or the General Com-
mittee will regret the additional information thus supplied,
besides that the conclusions reached in this way are indispen-
sable to a correct appreciation of the amount of intellectual cul-
tivation in the district.
In determining the number of children of the teachable age,
it was obviously necessary to distinguish between boys and girls.
* See Appendix at the end.
m
STATE OF EDUCATION IN BENGAL
and the distinction of sex was carried also into the other two
columns. The results which the table seems to establish regard-
ing the proportion of tlie sexes in Nattore are as follows*:
The number of adult males is less than that of adult females,
the former being only 59,500, while the latter is 61,428. On
the other hand the number of non-adult males is greater than
the number of non-adult females, the former being 41,079,
while the latter is 33^9. Of the total population of Nattore,
the number of males is 100,579, and that of females 94,717,
which, disregarding fractional parts, gives 94 females to ev^y
100 males, a proportion w^h ich, approaching very ne^l y to wh^t
is ' fo und to prevail where more attention has been paid to th e
statistjcs of population tha n in India , may he considered to de^
riveTrom this coincidence a confirmation of its accuracy. I
have said that Tabic I. seems to establish ” these results, for
highly estimating the importance of the strictest accuracy in
such inquiries, I do not wish to conceal the fact that, new to the
work in which I engaged, and guided only by my own unaided
judgment, I did not at first employ all those guards against error
which afterwards occurred to me. I do not, therefore, place
absolute confidence in the conclusions to which I have come res-
pecting the population of Nattore, but at the same time I do not
think that they can be very remote from the truth.
According to the loose and unchecked returns of 1884, the
total population of Nattore was 185,409; and according to the
most dilligent and careful examination that I have been able to
make, it amounts to 105,296, making a diSerence of excess in
my estimate amounting to 9,887. If we suppose a proportional
deficiency in all the returns of 1834, then the total population of
the district will amount to 1,121,745. It cannot, I think, be
less ; and I am strongly led to believe that this number falls
considerably short of the truth. After various inquiries, and a
comparison of different statements, intelligent natives, possessing
extensive local knowledge, have expressed the opinion that, from
all the police eub-divieions, nine might be formed, each having
a population about equal to that of Nattore. To guard against
the operation of unperoeived causes of error, let the number be
reduced to eight, merging in them the population of the remain-
* For these figures see Appendix at the end.
OF SDUC^XION IN 185
ing five and the excess of the population of Bhawanigunge above
that' of Nattore, the entire population of i^e district will thus
be eight times that of Nattore; that is, it will amount to
1,562,368, or rather more than a million and a half. If, as is
probable, this estimate is nearly correct, it follows either that
former estimates were very erroneous, or that the population has
greatly increased since they were made. It has been already
mentioned that, in 1801, the population of the district was esti-
mated at 1,500,000, and that, within the last twenty-five years,
not fewer than eleven thanaa, containing, it is probable, about
half its territory and population, have been at different periods
detached from the jurisdiction of the collector and magistrate of
Eajshahi ; and yet it is after all these reductions that the district
as now constituted is estimated to contain a population fully
equal to that which it was supposed to contain before the reduc-
tions were made.
Connected with the question of the population of the district
is the distribution of it into the two great divisions of Hindus
and Musalmans; the relative proportion of these two classes
being not an unimportant subject of inquiry, with a view to
forming a correct judgment of the nature and amount of the
prejudices to be met in the execution of any measure affecting
the body of the people, such as the adoption of means for the
promotion of general education. Before visiting Rajshahi, I
had been led to suppose that it was a peculiarly Hindu district.
Hamilton on official authority states the proportion to be that of
two Hindus to one Musalman; and in a work published by the
Calcutta School Book Society for the use of schools (1827), the
proportion is said to be that of ten Hindus to six Musalmans.
Table I shows that, in the Nattore thana, there are 10,095 Hindu
families, while the number of Musalman families is not less than
19,933, just reversing the proportion and making one Hindu for
about two Musalman families. I omitted to ascertain by actual
enumeration the number of Hindu and Mahomedan persons
separately contained in the above-mentioned number of Hindu
and Mahomedan families, and I can, therefore, only estimate the
probable number of individuals of each class. The total number
of individuals is 195,296, and of families 30,028, which gives the
high average of 6*6 individuals to each family. This .gives an
average 66, 666 Hindus to 129,640 Mohamedans, making the
186
STATE OF EDUCATION IN BENGAL
proportion of Mahomedaiis to Hindus as 1,000 to 506*488-
Nattore is in this respect not an exception to the other thanas-
Acocrding to the opinions I have been able to eollect, the thanas
of Bhawanigunge , Hariyal, Chaugaon, Bilmariya, and Bauleahr
are considered to have nearly an equal proportion of Musalmans
with Nattore, which latter, if any difference exist, is believed to
have rather a larger proportion of Hindus than any of the five
former; while in Manda, Tannore, Dubalhati, and God agar i,| the
proportion of Musalmans is alleged to be in excess of what lit ia
ill all th('. others, certainly amounting to not less than three to
one Hindu. If we assume that the first-mentioned six thapas
have the proportion of two Musalmans to one Hindu, and the
four last-mentioned that of three to one, the aggregate average
will be that of seven to tljree, or the proportion of 1,000 Musal-
mans to 450 Hindus. The returns of 18.S4 make the proportion
to be that of 1,000 to 587. which is the highest proportion of
Hindus that can be assumed. It is not difficult to perceive how
a contrary impression has gained ground among the European
functionaries, and from them has been transferred to the publi-
cations of the day The Hindus, wdth exceptions of course, are
the principal zemindars, talookdars, public officers, men of learn-
ing. money-lenders, traders, shop-keepers, kc., engaging in the
mt»st active pursuits of life, and coming directly and frequently
under the notice of the rulers of the country ; while the Musal-
mans, with exceptions also, form a very large majority of the
cultivators of the ground and of day-laborers, and others engage
in the very humblest forms of mechanical skill and of buying and
selling, as tailors, turban -makers, makers of huqqa-snakes,
dyers, wood-polishers, oil sellers, sellers of vegetables, fish, &c.^
— ^in few instances attracting the attention of those who do not
mix much with the humbler classes of the people, or make
special inquiry into their occupation® and circumstances.
SECTION II
Elementary Instruction
Elementary instruction in this district is divisible into two
sorts, public and private, according as it is communicated in
STATE OF EDUCATION IN BENGAL
137
public schools or private families. The distinction is not always
strictly maintained, but it is sufficiently marked, and is in itself
so uxiportant as to require that these two modes of conveying
elementary instruction to the young should be separately consi*
clered.
I. Elementary Schools . — These are enumerated and des-
f-ribed in the Tables as of two denominations, vilfe., Hindu and
Mahomedan, — there being in Nattore, of the former, 11 schools,
containing 192 scholars ; and of the latter 16, containing 70
scholars, which gives an average of 17 scholars in each of the
one sort, and 4| scholars in each of the other. This was the
only division that occurred to me at the commencement of the
inquiry ; but an inspection and comparison of the different insti-
tutions suggest that a more correct view of the state of elemen-
tary scholastic instruction will be conveyed by distributing them
into four classes, according to the languages employed in them,
viz. — ^first, Bengali; second, Persian; third Arabic; and fourth,
Persian and Bengali, with or without Arabic.
1. Elementary Bengali Schools . — It is expressly prescribed
by the authorities of Hindu law that children should be initiated
in writing and reading in their fifth year ; or, if this should have
been neglected, then in the seventh, ninth, or any subsequent
year, being an odd number. Certain months of the year, and
certain days of the month and week, are also prescribed as propi-
tious to such a purpose ; and, on the day fixed, a religious service
is performed in the family by the family-priest, consisting prin-
ci])ally of the worship of Saraswati, the goddess of learning, after
which the hand of the child is guided by the priest to form the
leiticrs of the alphabet, and he is also then taught, for the first
time, to pronounce them. This ceremony is not of indispensable
obligation on Hindus, and is performed only by those parents
wlio possess the means and intention of giving their children
n»ore extended instruction. It is strictly the commencement of
<ho child's school education, and in some parts of the country he
IS almost immediately sent to school; but in this district I do
not find that there is any determinate age for that purpose. It
seems to be generally regulated by the means and opportunities
of the parent and by the disposition and capacity of the child;
«nd as there is a specified routine of instruction, the age of leavr
Jng school must depend upon the age of commencement* ,
12— 1826B
1S6
STATfi OF EDUCATION IN ^NOAL
The Bengali schools in Nattore are ten in number, contain-
ing 167 scholars, who enter school at an age varying from five to
ten years, and leave it at an age varying from ten to sixteen.
The whole period spent at school also varies, according to the
statements of the different teachers, from five to ten years ; two
stating that their instructions occupied five years, one six years,
three seven years, two eight years, one nine years, and one ten
years — an enormous consumption of time, especially at the /more
advanced ages, considering the nature and amount of thi ins-
truction communicated.
The teachers consist both of young and middle-aged i^en,
for the most part simple-minded, but poor and ignorant, ind,
therefore, having recourse to an occupation which is suitable
both to their expectations and attainments, and on which they
reflect as little honor as they derive emolument from it; they
do not understand the importance of the task they have under-
taken; they do not appear to have made it even a subject of
thought; they do not appreciate the great influence which they
might exert over the minds of their pupils ; and they consequent-
ly neglect the highest duties which their situation would imposfe,
if they were better acquainted with their powers and obligations.
At present they produce chiefly a mechanical effect upon the
intellect of their pupils which is worked upon and chiselled out,
and that in a very rough style, but which remains nearly passive
in their hands, and is seldom taught or encouraged to put forth
its self-acting and self- judging capacities. As to any moral
influence of the teachers over the pupils — any attempt to form
the sentiments and habits, and to control and guide the passions
and emotions — such a notion never enters into their conceptions,
and the formation of the moral character of the young is conse-
quently wholly left to the influence of the casual associations
amidst which they are placed, without any endeavour to modify
or direct them. Any measures that may be adopted to improve
education in this country will be greatly inadequate if they are
not directed to increase the attainments of the teachers, and to
elevate and extend their views of the duties belonging to their
vocation.
The remuneration of the teachers is derived from various
sources. Two teachers have thehr salaries wholly, aasd another
receives his in pwrt, freon henevolmt indivtAnls who appear te
STATE OP EDUCATION IN BENGAL
189
be influenced only by philanthropic motives; a fourth is remu-
nerated solely in the form of fees; and the remaining six are
paid partly by fees and partly by perquisites. There are in
general four stages or gradations in the (‘ourse of instruction indi-
cated by the nature of the materials employed for writing on,
viz., the ground, the palm-leaf, the plantain-leaf, and paper; and
at the commencement of each stage after the first a higher fee
is charged. In one instance the timi and second stages are
merged into one ; in another instance the same fee is charged for
the third and fourth ; and in a third, the first, second, and third
stages are equally charged ; but the rule I have stated is observed
in a majority of cases, and partially even in those exceptions.
Another mode, adopted in two instances, of regulating the fees
is according to the means of the parents whose children are ins-
tructed; a half, a third, or a fourth less b'^eing charged to the
children of poor than to the children of rich parents in the suc-
cessive stages of instruction. The perquisites of the teachers
vary from four annas to five rupees a month ; in the former case
consisting of a piece of cloth or other occasional voluntary gift
from the parents; and in the latter, or in similar cases, of food
alone, or of food, washing, and all personal expenses, together
with occasional presents. Those who receive food as a perquisite
either live in the house of one of the principal supporters of the
school, or visit the houses of the different parents by turns at
meal-times. The total income of the teachers from fixed salaries
and fluctuating fees and perquisites varies from three rupees
eight annas to seven rupees eight annas per month, the average
being rather more than five rupees per month.
The school at Dharail (No. 34) affords a good specimen of
the mode, in whicli a small native community unite to support a
school. At that place there are four families of Chaudhuris, the
principal persons in the village ; but they are not so wealthy as
to be able to support a teacher for their children without the co-
operation of others. They give the teacher an apartment in
which his scholars may meet, one of the outer apartments of
their own house in which business is sometimes transacted, and
at other times worship performed and strangers entertained 4
One of those families further pays four annas a month, a second
an equal sum, a third eight annas, and a fourth twelve annas,
which indude fee whole of their dJibUfsements on this aoentnitr
140
STATE OF EDUCATION IN BENGAL
no presents or perquisites of any kind being received from them,
and for the sums mentioned their five children receive a Bengali
education. The amount thus obtained, however, is not suffi-
cient for the support of the teacher, and he, therefore, receives
other scholars belonging to other families — of whom one gives one
anna, another gives three annas, and five give each four annas
a month, to which they add voluntary presents amounting per
month to about four annas, and consisting of vegetable, rice,
fish, and occasionally a piece of cloth, such as a handkerchief or
an upper or under garment. Five boys of Kagbariya, the \ chil-
dren of two families, attend the Dharail school, the distance
being about a mile, which, in the rainy season, can be travijlled
only by water. Of the five, two belonging to one family give to-
gether two annas, and the three others belonging to the other
family give together four annas a month, and thus the whole
income of the master is made up. This case shows by what
pinched and stinted contributions the class just below the wealthy
and the class just above the indigent unite to support a school ;
and it constitutes a proof of the very limited means of those
who are anxious to give a Bengali education to their children, and
of the sacrifices which they make to ac(*umplish that object.
I have spoken of the emoluments of the teachers as low ; but
I would be understood to mean that they are low, not in com-
parison with their qualifications, or with the general rates of
similar labor in the district, but with those emoluments to which
competent men might be justly considered entitled. The humble
character of the men, and the humble character of the service
tlu'y render, may be judged from the fac't already stated, that
aoriK' of them go about from house to house io receive their daily
food. All, however, should not be estimated by this standard;
and perhaps a generally correct opinion of their relative
position in society may be formed by comparing them
with those persons who have nearly similar duties to perform
in other occupations of life, or whose duties the teachers of the
common schools could probably in most instances perform if
they were called on to do so. Such, for instance, are the
Patwari, the Amin, the Shumarnavis, and the Khamarnavis em-
ployed on a native estate. The Patwari, who goes from
house to house, and collects the zemindar’s rents, gets from his
employer a salary of two rupees eight annas, or three^ rupees A
STATE OF EDUCATION IN BENGAL
141
month, to which may be added numerous presents from the
ryots of the first productions of the season, amounting probably
to eight annas a month. The Amin, who on behalf of the
zemindar decides the disputes that take place among the villagers
and measures their grounds, gets from three rupees eight annas
to four rupees a month. The Slnmiarnavis, who keeps accounts
of the collection of rents by the different Patwaris, receives
about five rupees a month. And the Khamarnavis , who is em-
ployed to ascertain the state and value of the crops on which the
zemindar has claims in kind, receives the same allowance.
Persons bearing these designations and discharging these duties
sometimes receive higher salaries; but the cases I have supposed
are those with which that of the common native school-master
may be considered as on a he being supposed capable of
undertaking tlieir duties, and they of undertaking his. The
holders of these ollices on a native testate have opportunities of
making unauthorised gains, and they enjoy a respectability and
influence which the Tiativa* school-master does not possess; but
in other respects they are nearly on an equality; and, to compen-
sate for those disadvantages, the salary of the common school-
master is in general rather higher, — none of those whom I met in
Nattore receiving in all less than three rupees eight annas, and
some receiving as high as seven rupees eight annas a month.
There are no school-houses built for, and exclusively appro-
priated to, these schools. The apartments or buildings in which
the scholars ass(^mblc would have beeii erected, and would conti-
nue to be applied to otlier purposes, if there were no schools.
Horae meet in the ('handi Mandap^ which is of the nature of a
chapel belonging to some one of the principal families in the
village, and in which, besides the performance of religious wor-
ship on occasion of the great annual festivals, strangers also are
sometimes lodged and entertained, and business transacted;
others in the Baithaklhana, an open hut principally intended as
a place of recreation and of concourse for the consideration of
any matters relating to the general interests of the Village ; others
in the private dwelling of the chief supporter of the school ; and
others have no special place of meeting, unless it be the most
Vacant and protected spot in the neighbourhood of the master's
abode. The school (a) in the village numbered 4 meets in the
open air in the dry seasons of the year ; and in the rainy season
142
STATE OF EDUCATION IN BENGAL
those boys whose parents can afford it erect each for himself a
small shed of grass and leaves, open at the sides and barely
adequate at the top to cover one person from the rain. There
were five or six such sheds among 30 or 40 boys ; and those who
had no protection, if it rained, must either have been dispersed
or remained exposed to the storm. It is evident that the general
efficiency and regularity of sohool-business, which are promoted
by the adaptation of the school -room to the enjoyment of com-
fort by the scholars, to full inspection on the part of the teacher,
and to easy cornmuniciation on all sides, must here be in a great
measure unknown. \
Respecting the nature and amount of the instruction receiv-
ed, the first fact to be mentioned is that the use of printed books
in the native language appears hitherto to liave been almost
wholly unknown to the natives of this district, with the exception
of a printed almanac which some official or wealthy native may
have procured from Calcutta ; or a stray missionary tract which
may have found its way across the great river from the neighbour-
ing district of Moorshedabad. A single case of each kind came
under observation ; but as far as T could ascertain, not one of the
schoolmasters had ever before seen a printed book, — those which
I presented to them from the Calcutta School Book Society being
viewed more as curiosities than as instruments of knowledge.
That Society has now established an agency for the sale of its
publications at Bauleah, whence works of instruction will yiroba-
bly in time spread over the district.
Not only are printed books not used in these schools, but
even manuscript text-books, are unknown. All that the scholars
learn is from the oral dictation of the master ; and although what
is so communicated must have a firm seat in the memory of the
teacher, and will probably find an equally firm seat in the mem-
ory of the scholar, yet instruction conveyed solely by such means
must have a very limited scope. The principal written com-
position which they learn in this way is the Saraswati Bandana,
or salutation to the Goddess of Learning, which is committed
to memory by frequent repetitions, and is daily recited by the
scholars in a body before they leave school, — all kneeling with
their heads bent to the ground, and following a leader or monitor
in the pronunciation of the successive lines or couplets. I have
by^fore me two versions or forms of this salutation obtained at
STATB OF EDUCATION IN BENGAL
143
different places ; but they are quite different from each other,
although described by the same name, and both are doggrels of
the lowest description even amongst Bengali compositions. The
only other written composition used in these schools, and that
only in the way of oral dictation by the master, consists of a few
of the rhyming arithmetical rules of Suhhanlcar^ a writer whose
name is as familiar in Bengal as that of Cocker in England,
witliout any one knowing who or what he was or when ho lived.
It may be inferred that he lived, or if not a real personage that
the rhymes bearing that name were composed, before the estab-
lishment of the British rule in this country, and during the
existence of the Musalmau power, for they are full of Hindustani
or Persian terms, and contain references to Mahomedan usages
without the remotest allusion to English practices or modes of
calculation. A recent native editor has deemed it requisite to
remedy this defect by a supplement.
It has been already mentioned that there are four different
stages in a course of Bengali instruction. The first period sel-
dom exceeds ten days, which are employed in teaching the young
scholars to form the letters of the alphabet on the ground with a
small stick or slip of bambu. The sand-board is not used in this
district, probably to save expense. The second period, extend-
ing from two and a half to four years according to the capacity
of the scholar, is distinguislied by the use of the palm-leaf as
the material on which writing is performed. Hitherto the mere
form and sound of the letters have been taught without regard
to their size and relative proportion; but the master with an
iron -style now writes on the palm-leaf letters of a determinate
size and in due proportion to each other, and the scholar is re-
(] Hired to trace them on the same leaf with a reed-pen and with
charcoal-ink which easily rubs out. This process is repeated over
and over again on the scune leaf until the scholar no longer re-
quires the use of the copy to guide him in the formation of the
letters of a fit size and proportion, and he is consequently next
made to write them on another leaf which has no copy to direct
him. He is afterwards exercised in writing and pronouncing the
compound consonants, the syllables formed by the junction of
vowels with consonants, and the most common names of per-
sons. In other parts of the country, the names of castes, rivers,
mountains, Ac., are written as well as of persons; but here the
144
STATE OP EDUCATION IN BENGAL
names of persons only are employed as a school- exercise. The
scholar is then taught to write and read, and by frequent repeti-
tion he commits to memory the Cowrie Table, the Numeration
Table as far as 100, the Katha Tabic (a land-measure table), and
the Ser Table (a dry -measure table). There are other tables
in use elsewhere which are not taught in the schools of this
district. The third stage of instruction extends from two to
three years which are employed in writing on the plantain-leaf.
In some districts the tables just mentioned arc postponed to this
stage, but in this district they are included in the^ exerckes of
the second stage. The first exercise taught on the plantain -leaf
is to initiate the scliolar into the isimplest forms of letter- writing,
to instruct him to connect words in (composition with each other,
and to distinguish the written from the spoken forms of Bengali
vocables. The written forms are often abbreviated in speed i by
the omission of a vo^vel or a consonant, or by the running of two
syllables into one, and the scholar is taught to use in writing the
full not the abbreviated forms. The coirect orthography of words
of Sanscrit origin which abound in the language of the people, is
beyond the reach of the ordinary class of teachers. About the
same time the scdiolar is taught the rules of arithmetic, beginning
with addition and subtraction, but multiplication and division
are not taught as separate rules, — all the arithmetical processes
hereafter mentioned being effected by addition and subtraction,
with the aid of a multiplication table which extends to the num-
ber 20, and which is repeated aloud once every morning by the
whole school and is thus acquired not as a separate task by
each boy, but by the mere force of joint repetition and mutual
imitation. After addition and subtraction, the arithmetical rules
taught divide themselves into two classes, agricultural and com-
mercial, in one or both of which instruction is given more or less
fully according to the capacity of the teacher and the wishes of
the parents. The rules applied to agricultural accounts exj)lHin
the forms of keeping debit and credit accounts; the calculation
of the value of daily or monthly labor at a given monthly or
annual rate; the calculation of the area of land whose sides
measure a given number of kathas or bighas ; the description of
the boundaries of land and the determination of its length,
breadth, and contents; and the form of revenue accounts for a
given quantity of land. There are numerous other forms of
STATE OF EDUCATION IN BENGAL
145
agricultural account, but no others appear to be taught in the
schools of this district. The rules of commercial accounts explain
the mode of calculating the value of a given number of sers at a
given price per maund ; the price of a given number of quarters
and chataks at a given price per ser; the price of a tola at a
given rate per chatak ; the number of cowries in a given number
of annas at a given number of cowries per rupee ; the interest of
money; and the discount chargeable on the exchange of the in-
ferior sorts of rupees. There are other forms of commercial ac-
count also in common use, but they are not taught in the schools.
The fourth and last stage of instruction generally includes a
period of two years, often less and seldom more. The accounts
briefly and superficially taught in the preceding stage are now
taught more thoroughly and at greater length, and this is ac-
eompanied by the composition of business letters, petitions,
grants, leases, aciceptances, notes of hand, &c., together with the
forms of address belonging to the different grades of rank and
station. When the sc'holars have written on paper about a year,
they are considered qualific^d to engage in the unassisted perusal
of Bengali works, and they often read at home such productions
as the translation of the Ramayana, Manasa Manyal, &c,, &c.
This sketch of a course of Bengali instruction must be
regarded rather as what it is intended to be than what it is, for
most of the school-masters whom I have seen, as far as I could
judge from necessarily brief and limited opportunities of observa-
tion, were unqualified to give all the instruction here described,
although I have thus placed the amount of their pretensions on
record. All, however, do not even pretend to teach the whole of
what is here enumerated ; some, as will be seen from Table II,
professing to limit themselves to agricultural, and others to
include commercial, accounts. The most of them appeared to
have a very superficial acquaintance with/ both.
With the exception of the Multiplication Table, the rhyming
arithmetical rules of Subhankar, and the form of address to
Baraswati, all which the younger scholars learn by mere imita-
tion of sounds incessantly repeated by the elder boys, without for
a long time understanding what those sounds convey — ^with these
exceptions, native school-boys learn every thing that they do
learn not merely by reading but by writing it. They read to the
master or to one of the oldest scholars what they have previous- ,
146
STATE OF EDUCATION IN BENGAL
ly written, and thus the hand, the eye, and the ear are equally
called into requisition. This appears preferable to the mode of
early instruction current amongst oureelves, according to which
the elements of language are first taught only with the aid of the
eye and the ear, and writing is left to be subsequently acquired.
It would thus appear also that the statement which represents
the native system as teaching chiefly by the ear, to the neglect
of the eye, is founded on a misapprehension, for how can the aid
of the eye be said to be neglected when, with the exceptions
above-mentioned, nothing appears to be learned which is kot
rendered palpable to the sense by the act of writing? It is Al-
most unnecessary to add that the use of monitors or leaders h^s
long prevailed in the common schools of India, and is well knowD
in those of Bengal.
I'he disadvantages arising from the want of school-houses
and from tlu‘ (*onfin(‘d and inappropriate construction of the
buildings or apartments used as school -rooms have already been
mentioned. Poverty still more than ignorance leads to the adop-
tion of modes of instruction and economical arrangements which,
under more favourable (dreumstances, would be readily abandon-,
ed In the matter of instr\iction there are some grounds for
commendation for tlie course I have described has a direct prac-
tical tendency ; and, if it were taught in all its parts, is well
adapted to qualify the scholar for engaging in the actual business
of native society. My recollections of the village schools of
Scotland do not enable me to pronounce that the instruction given
in tliern has a more direct bearing upon the daily interests of
life than that which T find given, or professed to be given, in the
humbler village schools of Bengal.
Although improvements might no doubt be made both in the
modes and in the matter of instruction, yet the chief evils in the
system of common Bengali schools consist less in the nature of
that which is taught or in the manner of teaching it, as in the
absence of that which is not taught at all. The system is bad
because it is greatly imperfect. What is taught should, on the
whole, continue to be taught, but something else should be added
to it in order to constitute it a system of salutary popular instruc-
tion. No one will deny that a knowledge of Bengali writing and
of native accounts is requisite to natives of Bengal ; but when
^ these are made the substance and sum of popular instruction and
STATB OF EDUCATION IN BENGAL
147
knowledge, the popular mind is necessarily cabined, cribed, and
confined within the smallest possible range of ideas, and those of
the most limited local and temporary interest, and it fails even
to acquire those habits of accuracy and precision which the ex-
clusive devotion to forms of calculation might seem fitted to pro-
duce. What is wanted is something to awaken and expand the
mind, to unshackle it from the trammels of mere usage, and
to teach it to employ its own powers ; and, for such purposes, the
introduction into the system of common instruction of some
branch of knowledge in itself perfectly useless (if such a one
could bo found), would at least rouse and interest by its novelty,
and in this way be of some benefit. Of course the benefit would
be nnich greater if the supposed new branch of knowledge were
of a useful tendency, stimulating the mind to the increased
observation and comparison of external objects, and throwing it
back upon itself with a large stock of materials for thought. A
higher intellectual cultivation however is not all that is required.
That to be beneficial to the individual and to society must be
accompanied by the cultivation of the moral isentimente and
habits. Here the native system presents a perfect blank. The
hand, the eye, and the ear, are employed*; the memory is a good
deal exercised; the judgment is not wholly neglected; and the
religious sentiment is early and persoveringly cherished, how-
ever misdirected. But the passions and affections are allowed to
grow up wild without any thought of pruning their luxuriances or
directing their exercise to good purposes. Hence, I am inclined
to believe, the infrequency in native society of enlarged views of
moral and social obligation, and hence the corresponding radical
defect of the native character which appears to be that of a
narrow and contracted selfishness, naturally arising from the fact
that the young mind is seldom, if ever, taught to look for the
means of its own happiness and improvement in the indulgence
of benevolent feelings and the performance of benevolent acts to
those who are beyond a certain pale. The radical defect of the
system of elementary instruction seems to explain the radical
defe(‘t of the native character; and if I have rightly estimated
cause and effect, it follows that no material improvement of the
native character can be expected, and no improvement whatever
of the system of elementary education will be sufficient, without
a large infusion into it of moral instruction that shall always
148
STATE OF EDUCATION IN BENGAL
connect in the mind of the pupil, with the knowledge which he
acquires, some useful purpose to which it may be and ought to
be applied, not necessarily productive of personal gain or advan-
tage to himself.
2. Elementary Persian Schools . — The Persian schools in
Nattore are four in number, containing twenty-three scholars,
who enter school at an age varying from four and a half to thir-
teen years, and leave it at an age varying from twelve to
seventeen. Tlie whole time stated to be spent at school varies
from foin- to eight years. ^Fhe teachers intellectually are df a
higher grade than the teachers of Bengali schools, althougli that
grade is not high c.oTnpared with what is to he desired and is \at-
tainable. Morally, they appear to have as little notion as
Bengali teachers of the salutary influence they might exercise
on the dispositions and characters of tlieir pupils. They have no
fees from the scholars and arc paid in the form of fixed monthly
allowanc'cs with jieniuisites. The monthly allowances vary from
one rupee eight annas to four rupees, and they are paid by one,
two, or three families, who are the principal sui)portcrB of the
school. The perquisites, which are estimated at two rii])ees
eight annas to six rupees a month, and consist of food, washing,
and other personal expenses, are provided either by the same
parties or by those parents who do not contril)ute to the monthly
allowance. The total remuneration of a teacher varies from four
to ten rupees per month, averaging about seven rupees. The
principal object of the ])atrons of these schools is the instruction
of their own tthildrcn ; but in one instance a worthy old Musal-
man, who has no children, contributes a small monthly allowance,
without which the teacher would not have sufficient inducement
to continue his labors ; and in another case besides two children
of the family, ten other boyis are admitted, on whom instruction,
food, and clothing, are gratuitously bestowed. Two of the
schools have separate school-houses, which were built by the
benevolent patrons who principally support them. The scholars
•of the other two assemble in out-buildings, belonging to one or
other of the families whose children receive instruction.
Although in the Persian schools printed books are unknown,
yet manuscript works are in constant use. The general course of
instruction has no very marked stages or gradations into which
it is divided. Like the Hindus, however, the Musalmans formal-
STATE OP EDUCATION IN BENGAL
149 ^
ly initiate their children into the study of letters. When a child,
whether a boy or a girl, is four years, four months, and four days
old, the friends of the family assemble, and the child is dressed
in his best clothes, brought in to the company, and seated on a
cushion in the presence of all. The alphabet, the form of letters
used for computation, the Introduction to the Koran, some
verses of Chapter LV, and the whole of Chapter LXXXVII, are
placed before him, and he is taught to pronounce them in suc-
cession. If the child is self-willed, and refuses to read, he is
made to pronounce the Bismillah, which answers every purpose,
and from that day his education is deemed to have commenced.
At school he is taught the alphabet, as with ourselves, by the
eye and ear, the forms of the letters being presented to him in
writing, and their names pronounced in his hearing, which he is
required to repeat until he is able to connect the names and the
forms with each other in his mind. The scholar is afterwards
made to read the thirtieth Section of the Koran, the chapters of
which are short, and are generally used at the times of prayer
and in the burial service. The words are marked with the
diacritical points in order that the knowledge of letters, their
junction and correct orthography, and their pronunciation from
the appropriate organs may bo thoroughly acquired; but the
sense is entirely unknown. The next book put into his hands is
the Pandnameh of Sadi, a collection of moral sayings, many of
which are above his comprehension, but he is not taught or re-
quired to understand any of them. The work is solely used for
the purpose of instructing him in the art of reading and of form-
ing a ('orrcct pronunciation, without any regard to the sense of
the words pronounced. It is generally after this that the scjholar
is taught to write the letters, to join vowels and consonants, and
to form syllables. The next book is the Amadnameh, exhibiting
the forms of conjugating the Persian verbs which are read to the
master and by frequent repetition committed to memory. The
first book which is read for the purpose of being understood is
the Guliatan of Sadi, containing lessons on life and manners and
this is followed or accompanied by the Bostan of the same
author. Two or three sections of each are read; and simul-
taneously short Persian sentences relating to going and coming,
sitting and standing, and the common affairs of life, are read
and explained. The pupil is afterwards made to write Persian
150
STATE OF EDCCATION ^ BENGAL
Games, then Arabic names, and next Hindi names, especially
such as contain letters to the writing or pronunciation of which
■difficulty is supposed to attach. Elegant penmanship is consi-
dered a great accomplishment, and those who devote themselves
to this art employ from three to six hours every day in the exer-
cise of it, writing first single letters, then double or treble, then
couplets, quatrains, &c. They first write upon a board with a
thick pen, then with a finer pen on pieces of paper pasted to-
.gether ; and last of all, when they have acquired considerable
command of the pen, they begin to write upon paper in smgle
fold. This is accompanied or followed by the perusal of some of
the most popular poetical productions such as Joseph Wd
Zuleikha, founded on a well-known inciident in Hebrew history ;
the loves of Leila and Majnun ; the Secundar Nameh, an account
of the exploits of Alexander the Great, (fee., (fee. The mode of
computing by the Abjad, or letters of the alphabet, is also
taught, and is of two sorts; in the first, the letters of the al-
phabet in the order of the Abjad being taken to denote units,
tens, and hundreds to a thousand ; and in the second the letters
■composing the names of the letters of the alphabet being em-
ployed for the same purpose. Arithmetic, by means of fche
Arabic numerals, and instruction at great length in the different
styles of address, and in the forms of correspondence, petitions,
(fee., (fee., complete a course of Persian instruction. But in the
Persian schools of this district, this course is very superficially
taught, and some of the teachers do not even profess to carry
their pupils beyond the Gulistan and Bostan.
In a Persian school, after the years of mere childhood, when
the pupils are assumed to be capable of stricter application, the
hours of study with intervals extend from six in the morning to
nine at night. In the first place in the morning they revise the
lessons of the previous day, after which a new lesson is read,
committed to memory, and repeated to the master. About mid-
day they have leave of absence for an hour when they dine, and
on their return to school they are instructed in writing. About
three o'clock they have another reading lesson which is also
committed to memory, and about an hour before the close of day
they have leave to play. The practice with regard to the fore-
noon and afternoon lessons in reading, is to join the perusal of
a work in prose with that of a work in verse ; as the Gulistan
STATE OP EDUCATION IN BENGAL
151
with the Bostan aud Abulfazl’s letters with the Becundar Nameh,
the forenoon lesson being taken from one and the afternoon lesson
from the other. In the evening they repeat the lessons of that
day several times, until they have them perfectly at command ;
and, after making some preparation for the lessons of the next
day, they have leave to retire. Thursday every week is devoted
to the revision of old lessons; and when that is completed, the
pupils seek iristrucition or amusement according to their own
pleasure in the perusal of forms of prayer and stanzas of poetry,
and are dismissed on that day at three o’clock without any new
lesson. On Friday, the sacred day of Musalmans, there is no
schooling. In other districts in respectable or wealthy Musal-
man families, besides the literary instructor called Miyav or
Akhun, there is also a domestic tutor or Censor Morum called
Atalili, a kind of head-servant, whose duty it is to train the
children of the family to good manners, and to see that they do
not neglect any duty assigned to them ; but I do not find any
trace of this practice in Tiajshahi.
Upon the whole the course of Persian instruction, even in its
less perfect forms such as are found to exist in this district, has
a more comprehensive character and a more liberal tendency than
that pursued in the Bengali schools. The systematic use of
books although in manuscript, is a great step in advance, accus-
toming the minds of the pupils to forms of regular composition,
to correct and elegant language, and to trains of consecutive
thought, and thus aiding both to stimulate the intellect and to
form the taste. It might be supposed that the moral bearing of
some of the text books would have a beneficial effect on the
character of the pupils ; but as far as I have been able to observe
or ascertain, those books are employed like all the rest solely
for the purpose of conveying lessons in language — lessons in the
knowledge of sounds and words, in the construction of sentences,
or in anecdotical information, but not for the purpose of sharpen-
ing the moral perceptions or strengthening the moral habits.
This in general native estimation does not belong to the business
of instruction, and it never appears to be thought of or attempted.
Others will judge from their own observation and experience
whether the Musalman character, as we see it in India, has been
formed or influenced by such a courne of instructioni. ^ The result
of my own observations is that of two classes of persons, one
162
STATE OP EDUCATION IN BENGAL
exclusively educated in Mahomedan, and the other in Hindu
literature; the former appears to me to possess an intellectual
superiority, but the moral superiority does not seem to exist.
3. Elementary Arabic Schools . — The Arabic schools, or
schools for instruction in the formal or ceremonial reading of cer-
tain passages of the Koran, are eleven in number, and contain 42
scholars, who begin to read at an age varying from 7 to 14, and
leave school at an age varying from 8 to 18. The vv^hole time
stated to be spent at school varies from one to five years. /The
teachers possess the lowest degree of attainment to which it is
possible to assign the task of instruction. They do not pretena to
be able even to sign their names; and they disclaim altogether
the ability to understand that which they read and teach. T^he
mere forms, names, and sounds, of (pertain letters and cornbirfca-
tions of letters they know and teach, and what they teach is all
that they know of written language, without presuming, or pre-
tending, or aiming to elicit the feeblest glimmering of meaning
from these empty vocables. This wliole class of sc.hools is as
consummate a burlesque upon mere forms of instruction, separate
from a rational meaning and purpose, us can well be imagined.
The teachers are all Kath-Mollas, that is, the lowest grade of
Musalman priests who chiefly derive their support from the
ignorance and superstition of the poor classes of their co-reli-
gionists ; and the scholars are in training for the same office.
The portion of the Koran which is taught is that which begins
with Chapter LXXVITT of Sale's Koran, and extends to the close
of tlu' volume. The Mollas, besides teaching a few pupils the
formal reading of this portion of the Koran, perform the marriage
ceremony, for which they are paid from one to eight annas ac-
cording to the means of the party ; and also the funeral servicje
with prayers for the dead continued from one to forty days, for
which they get from two annas to one rupee, and it is in these
services that the formal reading of the Koran is deemed essen-
tial. The Mollas also often perform the office of the village
butcher, killing animals for food with the usual religious forms,
without which their flesh cannot be eaten by Musalmans ; but
for this they take no remuneration. In several cases, the teacher
of the school depends for his livelihood on employment at
marriages and burials, giving his instructions as a teacher gra-
tuitously. In one instance a fixed allowance is received from the
STATB or EDUCATION IN BENOAL
1«8
patron of the school, fees from some of the scholars* and per-
quisites besides, amounting in all to four rupees eight annas per
month, and in this case the patron professes the intention to
have the scholars hereafter taught Persian and Bengali. In
another the patron merely lodges, feeds, and clothes, the teacher
who receives neither fixed allowance nor fees. In three instances
the only remuneration the teacher receives is a salami, or present
of five or six rupees, from each scholar when he finally leaves
school. In two instances the teachers have small farms from
which they derive the means of subsistence in addition to their
gains as Mollas. They give instruction either in their own
houses, or in school-houses, which are also applied to the pur-
poses of prayer and hospitality and of assembly on occasions of
general interest.
No institutions can be more insignificant and useless, and in
every respect leas worthy of notice, than these Arabic schools,
viewed as places of instruction; but, however, worthless in
themselves, they have a certain hold on the Native mind, which
is proved by the increased respect and emolument as Mollas,
expected and acquired by some of the teachers on account of the
instruction they give ; the expense incurred by others of them in
erecting school- houses"; and by the general employment by the
Musalman population of those who receive and communicate the
slender education which these schools bestow. In the eye of the
philanthropist or the statesman no institution, however humble,
will be overlooked, by which he may hope beneficially to influence
the condition of any portion of mankind ; and it is just in pro-
portion to the gross ignorance of the multitude that he will look
with anxiety for any loop-holes by which he may find an entrance
to their understandings — some institutions, which are held by
them in veneration and which have hitherto served the cause oi
ignorance, but which he may hope with discretion to turn to the
service of knowledge. I do not despair that means might be
employed, simple, cheap, and inoffensive, by which even the
teachers of these schools might be reared to qualify themselves
for communicating a much higher grade of instruction to a much
greater number of learners without divesting them of any portion
of the respect and attachment of which they are now the objects.
4. Elementary Persian and Bengali Schools.-;— The schools
in which both Bengali and Persian are taught are two; in we
13— 1326B
164
STATE OF EDUCATION IN BENGAL
with, and in the other without, the formal reading of the Koran.
The two schools contain 30 scholars ; one five and the other 25.
The period of study is in one case stated to be from 6 to 18 years
of age, making 12 years; and in the other from 7 to 23, making
16. The teachers are — one a somewhat intelligent Brahman, and
the other a Kath-M olla rather better instructed than others of the
same class.' The remuneration of the former consists entirely of
fees — one anna, two annas, and four annas being charged res-
pectively in three grades of Bengali writing; and four ^nnas,
eight annas, and one rupee in three stages of Persian reading, the
income from both sources averaging seven rupees eight annas per
month. The remuneration of the latter is received from\ one
person who gives a fixed allowance and the usual perquisites,
amounting in all to four rupees eight annas per month. The
Bengali instruction is given in writing and agricultural accounts,
and the Persian instruction in the reading of the Pandnameh,
Gulistan, Bostan, &c. One of these schools has a separate
school-house built by the patron. The scholars of the other
assemble occasionally in the teacher’s house, occasionally at that
of Eammohan Sandyal, and occasionally in that of Krishna
Kumar Bhaduri, the two latter being respectable inhabitants of
the village whose children attend the school.
The combined study of Persian and Bengali in these schools
suggests the inquiry to what extent Persian is studied in this
district for its own sake, and to what extent merely as the lan-
guage of the courts. The Bengali language, with ^ larger pro-
portion than in some other districts of what may be called
aboriginal terms, i.e., words not derived from the Sanskrit or
any other known language, is the language of the Musalman as
well as of the Hindu population. Even educated Musalmans
speak and write the Bengali ; and even several low castes of
Hindus occupying entire villages in various directions and
amounting to several thousand individuals, whose ancestors
three or four generations ago, according to the popular explana-
tion, emigrated from the Western Provinces and settled in this
district, have found it necessary to combine the use of the
Bengali with the Hindi, their mother-tongue. The Bengali,
therefore, may be justly described as the universal language of
the district ; and it might be supposed that those who wished to
give their children a knowledge of letters and accounts would
STATE OF EDUCATION IN BENGAL
185
seek these advantages for them through the most direct and
obvious medium — the language of the district — instead of having
recourse to a foreign language, such as the Persian, in which
instruction is less easily obtainable and rather higher priced. In
these circumstances, the considerations that lead to the use of
Persian appear to be of a complex character, partly connected
with the importance attached to it by Musalmans and partly
with the importance given to it in the Company’s courts.
It has been already seen that in connection with the reli-
gious and social observances of the lowest classes of the Musal-
man population the formal reading of the Koran in the original
language is deemed indispensable ; and in like manner the ac-
quisition of a real knowledge of the language of Islam and of the
learning it contains is viewed amongst the educated as the
highest attainment to which they can aspire. An endowed estab-
lishment exists at Kusbeh Bagha in which it is professed to be
regularly taught ; and in one Mahomedan family T found a
maulavi employed for the express purpose of teaching the eldest
son Arabic. Now Persian, at least in India, is the vestibule
through which only access is gained to the temple of Arabic
learning; and even those who do not go beyond the porch, by
association attach to the one some portion of the respect which
strictly belongs only to the other. It would thus appear that the
associations, literary and religious, that connect Persian with
Arabic, come in aid of the more general cultivation of the former
tongue by Musalmans. But Persian in itself has attractions to
educated Musalmans. The language of conversation with them
is the Urdu or Hindustani which acknowledges the Persian as its
parent, and although the Urdu has a copious literature, that
literature is chiefly poetical, and it is only from the Persian that
educated Musalmans have hitherto derived that instruction in
the knowledge of accounts, of epistolary communication, &c., to
which they attach the greatest importance. They teach it to
their children, therefore, because it is really the most useful
language to which they have access. The recollections belong-
ing to this language still further endear it to Musalmans. It is
the language of the former conquerors and rulers of Hindustan
from whom they have directly or indirectly sprung, and the
memory both of a proud ancestry and of a past dominion—
loyalty which attaches itself rather to religion and to race
156
STATE OF EDUCATION IN BENGAL
to country — attract them to its cultivation. These motives, or
motives akin to these, it seems probable induced Dost Mahomed
Khan (No. 3), Karim Ali Shah (No. 166), and Musafir-ool-Islam
at Kusbeh Bagha, to promote the study of Persian in this dis-
trict. But even in these cases the importance given to the
Persian language in the administration of justice and police and
in the collection of the revenue, has had considerable influence ;
and in other cases, as in Nos. 40 and 100, that consideration has
probably exclusive weight. In the two latter the sole 6r chief
patrons of the schools are Hindu landholders or farmers who have
no conceivable motive to teach this language to their cmldren,
except with a view to the use to which they may hereafter' apply
it in conducting suits in the Company’s courts, or in holding^
communications with public officers ; unless we take further into
account the superior respectability and aptness for business
which those possess who have received a Persian education — an
advantage, however, which is connected with the preference
given to it in the courts. Some Hindu landholders and other
respectable Natives have expressed to me a desire to have Persian
instruction for their children, but they apparently had no dther
object than to qualify them to engage in the business of life,
which, unhappily in their case, is for the most part identical
with the business of the courts.
Upon the whole, apart from the courts, the Persian language
has a very feeble hold upon tliis district, and it would not be
difficult not merely to substitute English for it, but to make
English much more popular. Some of the considerations by
which Persian is recommended might be brought with much more
force in favour of English, if it could be made more accessible,
and the motives derived from other considerations which are in
their nature untransferable are not such as should be encouraged
and might be gradually made to lose their influence without
doing any violence to popular feeling.
II. Elementary Domestic Instruction . — The numb er of
families in which domestic instruction is given to the children is
15^. These families are found in 238 villages out of j^5, the
lotfiil number of villages in Nattore. I omitted to note at the
"cStnisiehcement of the inquiry fEe number of children in each of
these families, and I cannot, therefore, state with perfect ac-
curacy the total number of children receiving domestic instruc-
StATB Of EOUCATIOK m BENOAL
167
tion; but after my attention had been attracted to this omission,
1 found that a very large majority had each only one child of a
teachable age receiving instruction, a few had two, a still smaller
number had three, and one or two instances were found in which
four children of one family received domestic instruction. The
number of families in wdiich two or more children receive domes-
tic instruction are comparatively so few that I cannot estimate
the total average for each family at more than IJ, which, in
1,588 families, will giv e 2,382 childr en who receive domestic
instruction. It has "before appearea that the number of children
receiving elementary jnstruction in schools is 262 ; and the pro-
portion of those who receive elementary instruction at home to
those who receive it in schools is thus as 1,000 to 109’9.
It is not always the father who gives this instruction, but
quite as often an uncle or an elder brother. In one village I
found that the children of three families received elementary
instruction from a pujari Brahman under the following arrange-
ment. As a pujari or family chaplain he receives one rupee a
month with lodging, food, clothing, t^c., from one of the three
families, the head of which stipulates that he shall employ his
leisure time in instructing the children of that and of the two
other families. In some villages in which not a single individual
could be found able either to read or write, I was notwithstanding
assured that the children were not wholly without instruction,
and when I asked who taught them, the answer was that the
(jomashta, in his periodical visits for the collection of his master’s
rents, gives a few lessons to one or more of the children of the
village.
The classes of society amongst which domestic elementary
instruction is most prevalent deserve attention. Of the 1,588
families, 1,277 are Hindu, and 311 are Mahomedan; and^assum-
ing the average of each class to be the same, viz., IJ children in
each family as already estimated, then the number of Hindu
children will be l,915i. and of Mahomedan children 4664,
the proportion of 1,000 to 243*2. This proportion, with the pro-
portion previously established between the entire population of
the two classes, affords a measure of the comparative degree of
cultivation which they respectively possess, the proportion of
Miisalmans to Hindus being about two to one, and the proportion
of Muisalman to Hindu children receiving domestic inetniotion'
m
BtATE. OF fiDtCATlO^ IN BENGAL
being rather less than one to four. This disproportion is explain-
ed by the fact already stated that a very large majority of the
humblest grades of Native society in this district are composed of
Musalmans, such as cultivators of the ground, day-labourers,
fishermen, &c., who are regarded by themselves as well as by
others, both in respect of condition and capacity, as quite be-
yond the reach of the simplest forms of literary instruction.
You may as well talk to them of scaling the heavens as /of ins-
tructing their children. In their present circumstances aiild with
their present views, both would appear equally difficult and
equally presumptuous. Those who give their children doipestio
instruction are zemindars, talulalars, and persons of some ;little
substance ; shopkeepers and traders possessing some enterjprize
and forecast in their callings; zemindars’ agents or factors
(gomaahtas), and heads of villages {mayidaJs), who know practi-
cally the advantage of writing and accounts ; and sometimes
persons of straitened resources, but respectable character, who
have been in better circumstances, and wish to give their chil-
dren the means of making their way in the world. Pundits, too,
who intend that their children should pursue the study of
Sanskrit begin by instructing them at home in the rudiments of
their mother tongue ; and Brahmans who have themselves gone
through only a partial course of Sanskrit reading, seek to qualify
their children by such instruction as they can give for the office
and duties of a family priest or spiritual guide.
The instruction given in families is still more limited and
imperfect than that which is given in schools. Tii~some cases
I found that it did not extend beyond the writing of the lettens
of the alphabet, in others the writing of words. Pundits and
priests, unless when there is some landed property in the family,
confine fiie Bengali instruction they give their children to writing
and reading, addition and subtraction, with scarcely any of the
applications of numbers to agricultural and commercial affairs.
Farmers and traders naturally limit their instructions to what
they best know, and what is to them and their children of great-
est direct utility, the calculations and measurements peculiar to
their immediate occupations. The parents with whom I have
conversed on the subject do not attach the same value to the
domestic instruction their children receive which they ascribe to
the instruction of a professional school-master, both because in
STATE OF EDUCATION IN BENGAL
16d
their opinion such instruction would be more regular and syste-
matic. and because the teacher would probably be better quali-
hed.
It thus appears that, in addition to the elementary instruc-
tion givpn in regular schools, there is a sort of traditionary know-
ledge of written language and accounts preserved in families
from father to son and from generation to generation. This
domestic elementary instruction is much more in use than
scholastic elementary instruction, and yet it is not so highly
valued as the latter. The reasons why the less esteemed form
of elementary instruction is more common cannot in all cases
be accurately ascertained. The inaptitude to combination for
purposes of common interest sometimes alleged against the
N atives might be suggested ; but the truth is that they do often
club together, sometimes to establish and support schools, and
sometimes to defray tlie expenses of religious celebrations,
dances, and plays. In those cases in which scholastic instruc-
tion would be preferred by the parents, and 1 believe such cases
to be numerous, poverty is the only reason that can be assigned;
and in other instancies, as of the zemindar and the Brahman
Pundit, the pride of rank and station in the one case, and of
l)irth and learning in the other, acting also upon circumscribed
means, may prevent the respective parties from looking beyond
their own threshc:)]ds for the instruction which their children
need. Inability to pay for school instruction I believe to be by
far the most prevalent reason, and this is confirmed by the fact
that in at least six villages that I visited, I was told that there
bad been recently }3engali schools which were discontinued,
h(‘,cause the masters could not gain a livelihood, or because they
found something more profitable to do elsewhere. The case of
the Dharail school shows the diffic.ulty with which a small
income is made up to a school-master by the community of a
village. From all I could learn and observe, I am led to infer
th£it in this district elementary instruction is on the decline and
has been for some time past decaying. The domestic instruction
which many give to their children in elementary knowledge would
seem to be an indication of the struggle which the ancient habits
and the practical sense of the people are making against their
present depressed circumstances.
160
8TATB OF EDUCATION IN FENOAL
SECTION III
Schools of Learning
The state of learned instrii(*.tion in this district )vill bo
considered with reference to the two great divisions of the
population, Musalmans and Hindus.
I. Mahomedan Schools of Learning . — ^There are no public
schools of Mahomedan learning within the limits of the Nattore
thana ; and I met with only one Mahomedan family in Iwhich
any attention was paid to Arabic learning, that of Dost Maho-
med Khan Chaudhuri, who has already been mentioned a^ the
patron of a Persian elementary school. In that family, besides
the Persian munshi, a maulavi is employed to instruct the eldest
son in Arabic. The name of the maulavi is Gholam Muktidar,
formerly a student of the Calcutta Madrassa, and now about 30
years of age. He receives twelve rupees per month with food ;
but when I conversed with him he was evidently dissatisfied with
this allowance, and of his own accord spoke of resigning his
place. His pupil began to study Arabic about thirteen years of
age, and will probably continue the study till he is twenty. His
Arabic studies were preceded by a course of Persian reading, and
the works by which he was introduced to a knowledge of Arabic
were also written in Persian. He began with the Mizan on
prosody, Munshaib on etymology, Tasrif on inflection, Zubda on
permutations, and Hidayat-us-Sarf on etymology including de-
rivation — all different branches of Arabic grammar and written
in Persian prose. These were followed by the Miat Amil, con-
taining an exposition of a hundred rules of syntax and translated
from the original Arabic prose into Persian verse ; Jummal, treat-
ing of the varieties and construction of sentences, and written in
Arabic prose ; Titimma in Arabic, containing definitions of
grammatical terms and additional rules of syntax; Sharh-i-Miat
Amil, a commentary on the Miat Amil; and Hidayat-un-Nalw,
a comprehensive treatise on Arabic syntax. It was intended
that he should afterwards read the Kafia, a still more comprehen-
sive and difficult treatise on syntax; Sharh-i-Molla, a commen-
tary on the Kafia by Molla Jami; Tahzib and Sharh-i-Tahzib,
text-book and commentary on logic; Sharh-i-Vikaia, a commen-
tary on a treatise of law and religion ; and Faraiz-i-Sharifi, a
state Of EOUCATIOlJ IN BeNgAL
161
treatise on the Mahomedan law of inheritance. It thus appears
that the student’s attention is almost exclusively occupied during
a long and laborious course of study in acquiring a familiarity
with language, its forms and combinations, until towards the
close when logic, law, and religion are superficially taught.
The only public institution of Mahomedan learning, of
which I can find any trace in this district, is situated at Kusbeh
Bagha, in the thana of Bilmariya. The tables appointed to this
report have been limited to institutions situated in thana
Nat tore, and they consequently contain no reference to it; but
the following details will not be out of place under this head.
The madrasa at Kusbeh Bagha is an endowed institution of
long standing. The property appears to have originally consisted
of two portions, which are stated to have been bestowed by two
separate royal grants (Hanads). One of the grants was said to
be in the office of the Collector of the district and another is in
the possession of the incumbent and was shown to me. On sub-
sequently examining the document in the Collector’s Office, I
found it to be merely a copy of the original which I saw at
Kusbeh. The latter bears what the owner believes to be the
autograph of the Emperor Shah Jehan, but what is more pro-
bable the complexly ornamented impression of His Majesty's seal.
The foldings of the document are so much worn that several
portions are illegible, and amongst others the place where the
year of the Hijri is given; but another date quite legible is the
nineteenth year of the Shah’s reign which, calculating from his
first proclamation of himself as Emperor in the life-time of his
father, would be 1050, and from his full accession to the throne,
after the death of his father, 1056 of the Hijri. These years
correspond with 1640 and 1646 of the Christian era, which would
make this endowment rather less than 200 years old. This,
however, does not appear to have been the original grant, for
it professes only to confirm former grants of the Shah’s predeces-
sors, in virtue of which Maulana Sheikh Abdul Wahab then
possessed 42 villages yielding annually 8,000 rupees, which are
ordered in the grant of Shah Jehan to be considered as Madad-
I'Maash^ or means of subsistence for his own use and that of
his brothers, children, servants, and dependants. The title of
Maulana given to Sheik Abdul Wahab, the highest honorary title
bestowed on men of learning amongst Musalmans, implies that it
162
STATE OP* P®tJCATION IN SeNgAL
was because of his learning, for the encouragement of learning,
and to assist him in the means he had already adopted to promote
it, that the grant was made and confirmed. Such appears to
have been the interpretation put upon it by every successive
inheritor of the grant, for they have all maintained the madrasa
in a more or less efficient state, even as at present when their
own family has ceased to afford learned men to conduct it. The
management, however, seems to have been entirely left in their
hands without any express reservation of power on the ^art of
the State to interfere. One of the present incumbents, Musafir-
ul-Islam, states that from a personal feeling of hostility to the
family, a part of the property was resumed by one of the Mbghul
governors of Bengal, and an assessment imposed of 872 rupees
per annum, which continues to be paid to the British Govern-
ment. I learn also from the Commissioner of the Division, that
this endowment has been recently investigated and confirmed
under Begulation II of 1819.
The present total income of the estate is stated to be 8,000
rupees, exactly the value mentioned in Shah Johan’s grant, a
coincidence which makes the accura(‘.y of the information doubt-
ful, and the doubt is confirmed by the Collector who values the
estate at upwards of 8(),0(X) rupees per annum. The attempt to
conceal the real value of the endowment may be ascribed either
to an innocent or a guilty timidity; and in like manner I am
uncertain whether to attribute to a weak or a corrupt motive an
endeavour made to bribe my maulavi and thereby to influence, as
was hoped, the tenor of this report. There may have been either
a consciousness of something needing concealment or merely
an anxiety to avoid an investigation supposed to entail expense
and trouble.
The purposes to which the property is applied are four.
The first is the maintenance of the Khunkar families, the des-
cendants of Sheik Abdul Wahab; the name Khunkar applied to
them being probably a corruption of Akhun, teacher, with an
arbitrary postfix. There arc two such families, having two
brothers for their respective heads. They are at enmity with
each other, and their quarrel has led to outrage and murder
amongst their dependants by which they have been disgraced;
but their descent and position still procure for them great respect
from the Musalman population, although not equal to that which
StATE Of EDtJCATION IN SENgAL
16S
their fathers enjoyed. The second purpose is the maintenance
of public worship which is conducted daily at the stated hours of
prayer, and attended by the leading persons belonging to the
establishment in an ancient-looking but substantial mosque built
from the revenues of the estate. The third purpose is the enter-
tainment of fakirs or religious mendicants of the Mahomedan
faith, several of whom, when I visited the institution, were
lying about very filthy and some sick. The fourth purpose is the
support of the madrasa, of whic^h I have now to speak in detail.
In the madrasa both Persian and Arabic are taught. I
have before considered Persian as a branch of elementary ins-
truction ; but as it professedly does not here terminate in itself,
but is regarded as an introduction to Arabic, it must, in the
present instance, be viewed as a branch of a learned education.
The name of the Persian teacher is Nissar Ali. He is about
(K) years of age, and receives eight rupees per month, besides
lodging, food, washing, and other personal expenses, together
with presents at the principal Mahomedan festivals. He re-
ceives every thing in short of daily use and consumption except
clothes wliich he provides for himself. The Persian scholars are
^8, of whom 12 belong to the village of Kusbeh Bagha, and 36
to other villages, 12 of the latter having been absent at the time
of my visit. All the pupils of both descriptions, besides instruc-
tion, receive lodging, clothing, food, washing, oil, and stationery,
including wbat is necessary for copying manuscripts to be used
MS text-books. The Persian course of study, commencing with
Alif Be, proceeds to the formal reading of the Koran and thence
to the Pandnamch, Amadnameh, Gulistan, Bostan, Joseph and
Ziileikha, Jami-ul-Kawanin, Insha Yar Mahomed, Secandar-
nameh, Bahar Danish, Abulfazl, &c.
The name of the Arabic teacher is Abdul Azim. He was
absent at the time of my visit. He was stated to be about 50
years of age, and he receives 40 rupees a month with the same
perquisites enjoyed by the Persian teacher. The number of
Arabic students is seven, of whom two belong to the village of
Kusbeh Bagha and five to other villages. Of the five, three were
declared to be absent, and thus four students of Arabic should
liave been produced, but only two made their appearance. They
have the same allowances and accommodations as the Persian
scholars. The course of Arabic study includes the Mizam,
164
StAtB Of EDUCATION IN BENGAL
Munshaib, Tasrif, Sarf Mir, Miat Amil, and Sharh-i-Miat Amil;
and beyond this last-mentioned wort no student had advanced.
There is no fixed age for admission or dismission, for begin-
ning or completing the course of study. Students are admitted
at the arbitrary pleasure of Musafir-ul-Islam, and they leave
sooner or later according to their own caprice. During the
period that they are nominally students, their attendance from
day to day is equally uncontrolled and unregulated except by
their own wishes and convenience. Many of the studenis are
mere children, while others are grown up men. The business
of the school commences at six in the morning and continues
till eleven, and again at mid-day and continues till four. Every
scholar reads a separate lesson to the master, one conVingj
when another withdraws, so that there is a total absence of
classification. The weekly periods of vacation are for Arabic
students every Tuesday and Friday, and for Persian students
every Thursday and Friday; and the annual periods of vaca-
tion are the whole of the month liamzan, ten days for the
Mohurram, and five days at four different periods of the year
required by other religious observances.
It thus appears that this institution has no organization or
discipline and that the course of instruction is exceedingly
meagre; and the question arises whether the interference of
Government through the General Committee of Public Instruc-
tion or in any other way is justifiable; and if so to what use-
ful purposes that interference might be directed. The recent
confirmation of this endowment under Kegulation II of 1819
has been mentioned; but as far as I can learn this decision
has the effect only of declaring the lands to be Lakhiraj or not
liable to assessment by Government without determining the
purposes to which their annual profits should be applied. If any
of those purposes are of a strictly public nature, the interfer-
ence of Government in order to secure attention to them is
not precluded.
Without going into a verbal discussion of the terms of the
royal grant, nothing would seem to be less objectionable than
to recognize and confirm in perpetuity the practical interpre-
taUon put upon it by every successive holder of the endowment.
That interpretation indicates four distinct purposes formerly
mentioned, viz.^ the support of the Khunkar families; the main-
STATE OF EDUCATION IN BENGAL
166
tenance of public worship; hospitality to the poor and sick; and
the promotion of learning. The present holders of the endow-
ment might be reasonably required to separate the funds appli-
cable to the two former purposes which are personal and reli-
gious, from those which are applicable to the two latter which
are of public and general interest; and after this separation
which might be effected by amicable representations of its pro-
priety and advantages, they would remain sole and uncontrolled
disposers of the personal and religious fund, and under the
control of Government the sole trustees of the public and
general fund.
Musafir-ul-Islam, one of the holders of the endowment, at
the same time that he stated the total produce of the estate to
be 8,000 rupees, estimated his expenditure on account of the
madrasa at one-fourth or 2,000 rupees, adding that his brother
Aziz-ul-Islam refused to contribute anything to the support of
the institution, in consequence of which the number of
students was one-half less than it had formerly been. If we
assume 30,000 Bupees to be the real annual produce of the
estate of which one-fourth is applicable to the promotion of
learning and one-fourth to the relief of the poor and sick, the
general and public fund would be equal to 15,000 Bupees per
annum. The first object of the interference of Government
would be to secure this or any other just amount of fixed pro-
pei^ty for the maintenance of the school and hospital; the
second would be to procure the adoption of a determinate
course of useful instruction; the third to claim and exercise a
visiting power; and the fourth to require periodical returns.
The attainment of these objects would make this institution a
niiore efficient and useful one than it is at present, without
disturbing the tenure of the property or encroaching on the
lawful rights of its present holders.
While I offer these suggestions, I am at the same time
strongly impressed with the conviction that the interference of
Government with such institutions w'ould be most beneficially
exerted, not with reference to the circumstances of only one
of them, but to the rights and duties of ajl institutions of the
same class, so as by general rules to preserve their property,
purify their management, and provide for their effectual super-
vision and real usefulness. If ever the whole subject should
166
STATE OF EDUCATION IN BENGAL
come before Government for consideration, its interference
would be salutary not only with the view of providing for the
just, economical, and most useful application of all such en-
dowments now existing, but also with the view of laying a
foundation on which, under the protection of known laws and
regulations, similar endowments may hereafter be established.
II. Hindu Schools of Learning . — These may be consi-
dered either as endowed or unendowed. j
I have met with only two instances of teachers of\Hindu
schools of learning in the actual enjoyment of endowments. At
Basudeijpur (No. 72) Srinatha Survabhaiima has a sma'll en-
dowment of eight rupees per annum; and at Sarnaslchalasi
(No. Ill) Kalinatha Yachaapati lias an endowment of sixty
rupees per annum. The founder of these endowments was
the Ranee Bhawani. The present holders are both mere gram-
marians, in no way distinguished among tlieir brethren for
their talents and acquirements. It may be inferred that the
endowments were made for the encouragement of learning
only from the fact that learned teachers are the incumbents.
Representations were also made to me respecting certain
endowments which formerly existed, but which have been re-
cently discontinued, and are claimed as still rightfully due to
persons now alive. The following explanation of the circum-
stances was given to me.
The Ranee Bhawani is stated to have been the founder of
all the endowments referred to, and the mode that she adopted
of giving effect to her wishes was to arrange with the Collector
of the district for a fixed increase of the annual assessment to
which her estates were liable, the increase being equal to the
various endowments which she established, and which were to
be paid in perpetuity through the Collector. Her estates, it is
represented, thus became burdened with a permanent increase
of annual assessment to Government, which increase conti-
nues to be levied from the successive holders of the estates
to whom they have descended or by whom they have been pur-
chased, while the endowments have been discontinued to the
heirs and representatives of those on whom they were originally
STATE OF EDUCATION IN BENGAL
167
bestowed. The following are four cases of this description
particularly described: —
1. — At Bejpara Amhatti, Gadadhara Siddhanta received in
the above-mentioned manner 120 rupees per annum which
was continued to his eldest son; but on his death the payment
was discontinued by the Collector, as is alleged, about twelve
years ago, although there are members of the family fully com-
petent to fulfil the purposes of the endowment.
2. — At the same place there is a similar case in the family
of Kasikanta Nyaya Punchanana, who received 120 rupees per
annum, which, after his death, was continued to his two sons,
but on the death of one of them it was withdrawn from the
other.
3. — At Boria, in the thana of Chaugaon, a sum of 60
rupees per annum was paid in the same way to Eudrakanta
Bhattacharya and discontinued since his death.
4. — The fourth case is that wliich is imperfectly described
in the Eeport of 1st July, 1835, on the state of education in
Bengal, p. 114. The details there given were taken from a
.Alemoir prepared at the India House on education in this
country, and published by order of the House of Commons in
1832. The facts appear to be that Eanee Bhawani established
the endowment of 90 rupees per annum in favour originally
of Sripati Vidyalankara, after whose death it continued to be
[)aid to his eldest son Chandra Sekhar Tarkavagisa, and after
his death to the three younger sons Kasiswara Vachaspati,
(lovindarama Siddhanta, and Hararama Bhattacharya. Since
their death the payment of the endowment has been disconti-
nued to the family, although two members of it, one a son of
Kasiswara Vachaspati, and the other a son of Govindarama
Siddhanta, have each a school of learning at Tajpur in the
thana of Chang aon. This case is the more worthy of notice
because, as appears from the statement prepared at the India
House, the Government in 1813, on the recommendation of
the Eevenue Board, sanctioned the payment in perpetuity, on
condition that the institutions of learning which it was em-
ployed to support should be continued in a state of efficiency.
Two or three other cases were reported to me, but not
with sufficient precision to justify their mention in this place.
168
STATE or EDUCATION IN BENGAL
With regard to the whole, as there was a strong feeling in the
minds of the conii)laining parties, of the injustice assumed to
be done to them, J assured them that no injustice was in-
tended, and promised that T should not fail to bring the subject
to the notice of the Collector with a view to its re-considera-
tion, and, after reference to the proper authorities, its final
determination; reminding them at the same time, that I could
neither answer to the Collector for the correctness of their
statements which they must themselves support by the neces-
sary i)roofs, nor to them for the decision to w^hich the autjio-
rities might come on a view of all the evidence belonging \ to
the question. They expressed themselves quite satisfied tl^t
their claim should be considered on its merits; and accordingiy
on my return from the interior of the district, T mentioned the
subject to Mr. Ilaikes, who had recently succeeded Mr. Bury
as Collector and Magistrate. That gentleman engaged to give
the subject his attention as soon as it should come before him
in some official shape, and pointed out the mode that should
be adopted which, for the guidance of the parties concerned.
I communicated to them by letter.
The four endowments I have mentioned amount only to
390 rupees per annum, or 32 rupees 8 annas per month. If,
as appears probable, it shall be discovered that the disconti-
nuance of these payments has arisen from mistake or over-
sight, the renewal of them will produce an amount of good
feeling amongst a respectable and infiuential class of the native
community of this district, which the smallness of the sums
involved would at first view scarcely justify any one in antici-
pating; but here, as in other matters, smallness and greatness
are only relative terms, and small as the sums appear they
of on! I T . " the confirmation
Hnn fV. annexed the condi-
tion that the institutions of learning conducted by the original
ben^ciary. should be maintained by his successors under^the
supervision of the local authorities; and as the GovemmeT
has been made the almoner and trustee of such endowments
Jeaiirthi
jects of the founder, they may also be made subse^ITT to the
STATE OF EDUCATION IN BENGAL
169
cause of genuine Science through the medium of the learned
language of the country, for the enlightenment of those whose
influence there can be little hope of winning over to the cause
of, true and useful knowledge except through that medium.
The unendowed Hindu schools of learning in the Nattore
thana is taught by 39 Pundits, of whom thirty-seven are
Brahmans, and two are of the Vaidya or medical caste.
The two medical professors are brothers and jointly con-
duct a medical school at Vaidya Belghariya. There is no in-
stance of two or more Brahman-pundits in a similar way co-
operating with each other, and uniting their talents and acquire-
ments for their mutual advantage. Every one stands or falls
by himself. In this district, and even in a single thana, there
are materials for a Hindu University in which all the branches
of Sanscrit learning might be taught; but instead of such a
combination eiach Pundit teaches se])arately the branch or
branches of learning which he has studied most, or for which
tliere is the greatest demand, and the students make their
seleclions and remove from one to another iit tbeii* pleasure.
The Brabman-pundits are cither Varendra or Vaidika
Bralunans, the former so-called from the ancient name of the
district in which they reside, and the baiter as is supposed,
from tlie former devotion of that class to the study of the
Vedas, although in this district at the j)reBent day they arc
mere grammarians and of very limited attainments.
The Pundits are of all ages, from twenty-five to eighty-
two; some just entering upon life proud of their learning and
panting for distinction; others of middle age, either enjoying
a well-earned reputation and a moderate competence, or dis-
appointed in their expectations and anxious respecting the future;
and some more advanced in years, possessing the heart-felt
veneration of their countrymen; while others appear to be neg-
lected and sinking to the grave under the pressure of poverty.
All were willing to believe and desirous to be assured that
Government intended to do something, as the fruit of the pre-
sent inquiry, for the promotion of learning, — a duty which is
in their minds constantly associated with the obligations
attaching to the rulers of the country. The humbleness and
simplicity of their characters, their dwellings, and their ap-
parel, forcibly contrast with the extent of their acquirements
14— X826B
170
STATE OP EDTJCATION IN BENGAL
and the refinement of their feelings. I saw men not only un-
pretending, but plain and simple in their manners, and although
seldom, if ever, offensively coarse, yet reminding me of the
very humblest class of English and Scottish peasantry , living
constantly half nahcd, and realizing in this respect the de-
scriptions of savage life ; iTihabiting huts which, if we connect
moral consecpiences with physical causes, might be supposed to
have the effect of stunting the growth of their minds, or in
which only tlie most contracted minds might be supposed to
have room to dwell — and yet several of these men are adepts
in the subtleties of the profoundest grammar of what is prob-
ably the most philosopliical language in existence; not only
practically skilled in the niceties of its usage, but also in\the
principles of its structure; familiar with all the varieties ^^nd
applications of tlieir national laws and literature; and indulging
in the ahstriisest and most interesting disquisil ions in logical
and etliic.al ])hil()S()]jhy. They are in general shrewd, discriirii’
lading, and mild in tlndr demeanonr n»odest\ of their
(diaraeter do('s not consist in abjectnoss to a supposed or official
superior, but is ecpially shown to each othei*. T have' observed
some of the worthiest speak ^^i1h unaffected humility of tlieir
own pretensions to learning, with admiration of the learning of
a stranger and eouiitr\man wlio was present, with high respect
of the learning of a townsman who happened to be absent, and
with just praise of the learning of another townsman after he
had retired, although in liis presence they were silent res])ect-
ing bis attainments. Tliese remarks have refercuice to the per-
sonal character of some of tlie Pundits, but they should not be
understood to imply a favorable o])iinon of the general state of
learning in the district wliicli, as may be inferred from the
subsequent details, is not ver} flourishing.
In 88 schools of Hindu learning the total number of
students is 897, averaging lOVJ in each school. The students
are divided into two classes, one of which consists of those
who are natives of the villages in which the schools are situ-
ated, and the other of the natives of other villages, the former
called naUves and the latter forcir^ncrH, corresponding respec-
tively with the vjrierneH and infernes of the Royal Colleges of
Fraruc. The students of a school or college, who are natives
of the village in which it is situated, are the exiernes,
STATE OP EDUCATION IN BENGAL
171
attending it daily for the purpose of receiving instruction, and
daily returning home to their parents, relatives, or friends with
whom they board and lodge; while the students, who are
natives of other villages than that in which the school is
situated, are the internes, residing in the house of the teacher
and receiving from him not only instruction, but also lodging
and food. The school at Sridharpur (No. 477) is the only in-
stance in which I found that the native students of the village
received food as well as instruction; and in the same institution
the foreign students, contrary to the usual practice, received
not only food and lodging, but also other minor personal ex-
penses — a liberality which implies more than the usual re-
sources on the part of the teacher, and tends to increase his
leputation. In other parts of the country, the students of
Hindu colleges are generally divided into three classes, which
may be exjdained b\ the terms, townsmen or natives of the
village in which the college is situated, countrymen or natives
of the district or province in which the college is situated, and
foreigners or natives of any other district or province; but at
present the natives of no other district or province arc ever
attracted to Rajshahi for the acquisition of learning, and,
therefore, the name of the third class has been here transferred
to the second by a sort of verbal artifice, which is of general
adoption and of long standing, but which can deceive nobody,
and could have no other effect but to flatter the vanity of the
I'ace of Pundits by whom the change was made, as if their re-
putation for learning really had the effect, which it had not,
of attracting foreign students to their seminaries. Of the two
classes existing and recognized in this district, 136 students
belong to the villages in which the schools are situated and
261 to other villages. The reasons that induce so many to
leave their native villages are various. In some cases they
leave the parental roof because there is no school of learning
or none of sufficient repute in their native villages; but in the
great majority of instances they prefer to pursue their studies
at some distance from home, that they may be free from the
daily distractions of domestic life, and from the requisitions
often made by their fathers that they should perform some of
the ceremonial observances of Hinduism in their stead in
the family of some disciple at a distance. According to my
172
STATE OF EDUCATION IN BENGAL
information, the number is very few, although there probably are
some, who have recourse to this measure from mere poverty,
and with the view of gaining a livelihood at the expense of
their teacher; for the large majority of students, although not
wealthy, are above want, being the children either of Kulin-
brahmans. Brahman-pundits, initiating or officiating priests,
whose professional emoluments are comparatively considerable.
In a majority of cases the apartments used as a school-
house and as a place of accommodation for the students,; are
separate from the dwelling-house of the teaclier, but builjt at
his expense and often also applied to the purpose of hospitality
to strangers. Sometimes the building is one that has aes-
(•(‘luled from a (l(‘eefis(Ml father or brother to its prc'sent |t()s-
sc'ssor. Tlu‘ cost of (‘aeh building varies fi'om ten to sixty rupC^es
in ordinary cases; but in one extraordinary instance it amounted
to two hundred rii])ees defrayed by a sj)iritnal disci])le of the
Pundit to whom it belongs. In eleven instance's the teachers
are too poor to erect separate apartments and they conse-
c|uenily give tlu'ir instructions within their own dwellings. The
foreign students or those who have no home in the village' are
lodged and fed and pursue their studies at night; either in the
building erected for a school-room, in separate lodging-apart-
ments attached to it, or in the dwelling-house of the teacher,
the last-mentioned course being adopted only when there is no
other resource. The separate buildings in which the students
are accommodated are of the humblest description, as may be
judged from the cost of their erection; huts with raised earthen
floors and open either only on one side or on all sides according
to the space which the owuier can command for ingress and
egress. That sort wliich is open on all sides is used only as a
place of reading and study either public or private, and never
as a dwelling.
It will be seen from Table III, that tlie period occupied
by an entire course of scholastic studies is in several instances
not less than twenty- two years, so that a student must often
have passed his thirtieth year before he leaves college. This
is a great deduction from the most valuable years of a man's
life, but the period actually employed in collegiate study is
lessened by the length of the vacations which the students re-
ceive or take. These extend generally from the month Asarb
STATE OP EDUCATION IN BENGAL
178
to the month Kartik, or from the middle of June to about the
beginning of November, being from four to five months in the
year, besides several shorter vacations at other periods. During
the principal period of vacation those who are not natives of
the villages in whieli they have been pursuing their studies
return home and in most instances probably continue them
there, but with less regularity and application than when under
the eye of a Pundit.
The custom of inviting learned men on the occasion of
funeral obsequies, marriages, festivals, &c., and at such times
of bestowing gifts on them proportioned in value and amount
to the estimation in which they are held as teachers, is general
amongst those Hindus who are of sufficiently pure caste to be
considered worthy of the association of Brahmans. The pre-
sents bestowed consist of tw'o parts — first, articles of consump-
tion, principally various sorts of food; and second, gifts of
money. In the distribution of the latter at the conclusion of
the celebration, a distinction is made between Sabdikas, philo-
logers or teachers of general literature; Srnartias, teachers of
law; and NaiyayikcL^, teachers of logic, of whom the first class
ranks lowest, the second next, and the third highest. The
value of the gifts bestowed rises not merely with the acquire-
ments of the individual in his own department of learning, but
with the dignity of the department to which he has devoted
liis chief labors and in whicli he is most distinguished. Tt does
not, however, follow that the professors of the most highly
honoured branch of learning are always on the wdiole the most
higldy rcwai'ded; for in Eajshahi, logic which, by the admis-
sion of all, ranks highest, from whatever cause, is not extensive-
ly cultivated and has few professors, and these receive a small
number of invitations and consequently of gifts in proportion
to the limited number of their pupils and the practical disuse
of the study. Their total receipts, therefore, are not superior
and even not equal to the emoluments enjoyed by learned men
of an inferior grade, who have, moreover, a source of profit in
the performance of ceremonial recitations on public occasions
wViich the pride or self-respect of the logicians will not permit
Uiem to undertake. Whatever the amount, it is from the in-
come thus obtained that the teachers of the different classes
and grades are enabled to build school -houses and to provide
1^4
STATE OF EDUCATION IN BENGAL
food and lodging for their scholars; but several have assured
me that to meet these expenses they have often incurred
debt from which they are relieved only by the occasional and
unexpected liberality of individual benefactors.
Wlien a teacher of learning receives such an invitation as
is above described, he generally tahes one or two of his pupils
with him, giving each pupil his turn of such an advantage in
due course; and when the master of the feast bestows a gift
of money on the teaclior, it is always accompanied by a pre-
sent to the pupil less in amount but proportioned to the | res-
pectability of the teacher’s character and the extent of \ his
attainments. The teacher sometimes takes a favourite pupil
more frequently than others, the object being to give a practi-
cal proof of the success of his instructions as well as to acct^s-
tom the pupil to the intercourse of learned and respectable
society. As the student is furnished wdth instruction, food,
.•md lodging without cost, the only remaining sources of
exptuisc to liini arc* his books, cdotbes, and minor pc^rsoiial
expcnscjs, idl of wliich, exclusive of books, are estimated to cost
him in no ( asc more, and often h‘ss, than seven rupees per
annum. ITis books ho either inherits from some aged relative
or at his own expense and with his own hands he copies those
works that are used in the college as text-books. In the latter
case the expense of copying includes tlie expense of paper,
pens, ink, ochre, and oil. The ochre is mixed with the gum
of the tamarind-seed extracted by boiling, and the compound
is rubbed ovtir the paper which is thus made impervious to
insects and capable of bearing v^riting on both sides. The oil
is for light, as mosi of the labour of copying is performed by
night after the studies of the day have been brought to a close.
An economical student is sometimes able, with the presents
he receives wdien he accompanies his teacher to assemblies,
both to defray these 63xpenses and to relieve the straitened
circumstances of his family at a distance. T have learned on
good authority that ten and even twenty rupees per annum
have been saved and remitted by a student to his family; but
the majority of students require assistance from their families,
although I am assured that what they receive probably never
in any case exceeds four rupees per annum.
I have already mentioned that in this district, as in Bengal
StATB OS' fiDUCATTON IN BENGAL
176
generally, there are three principal classes into which the
teachers and schools of Hindu learning are divided, and which,
therefore, may with advantage be separately considered. The
acquirements of a teacher of logic in general pre- suppose those
of a teacher of law. and the acquirements of the latter in
general pre- suppose those of a teacher of general literature who,
for the most part, has made very limited attainments beyond
those of his immediate class. As these are popular and arbi-
trary designations, they are not always strictly applied, but it
would appear that of the thirty-eight schools of learning already
mentirmcd, ihovo. ;n*c tliirtoon tauglii by Pundits who may be
described as belonging to the first class; nineteen by Pundits
of the second; and two by Pundits of the third or highest class;
while the remaining four belonging to none of the leading classes
must be separately and individually noticed.
1. The thirteen schools of general literature are Nos. 25,
45, 72 (a), 86 (a), 111, 143, 279 (5), 279 (d), 279 (e), 328, 374
(5), 374 (r), and 477, of 'I’able HI*; and they contain 121 stu-
dents, of whom 51 belong to the villages in which the schools
are situated and 70 to other villages. The age at which they
enter on their studies varies from seven to fourteen, and that
at which they leave college varies from twenty to thirty- two,
the whole period of scholastic study thus varying from eleven
to twenty -two years. The teachers, according to their own
account, receive throughout the year various sums as presents,
which average per month the lowest two rupees and the highest
thirty rupees, and this in an average of the whole gives more
than eleven rupees a month to each, without taking into ac-
count one of the number who is superannuated and receives
nothing at all. All the students of a school of general litera-
ture receive throughout the year various sums which average
the lowest four annas and the highest four rupees per month;
and this in an average of the whole gives one rupee eleven
annas per month to each institution. The total expense in-
curred by a student in copying the books used in a course of
instruction in, this department of learning is stated to vary
from one to thirty-six rupees. The average in twelve of these
thirteen schools is about thirteen rupees to each student for the
* See Appendix.
176
STATE OF EDUCATION IN BENGAtf
cost of books in a whole course which makes the annual expense
about a rupee.
The youths who commence the study of Sanscrit are ex-
pected to have acquired either at home or in a Bengali school
merely a knowledge of Bengali writing and reading and a very
slight acqiKiintance with the first rules of arithmetic, viz.^ addi-
tion and subtraction, without a knowledge of their applica-
tions. Hence learned Hindus having entered with these super-
ficial acquirements and at an early age on the study of bansprit,
and having devoted themselves almost exclusively to its litera-
ture, are ignorant of almost every thing else. \
The studies embraced in a full course of instruction \in
general literature are grammar, lexicology, poetry and drani|a,
and rhetorie, the chief object of the w^hole being the know-
ledge of language ns an instrument for the communication
of ideas.
On entering a school of learning a student is at once put
to tlie study of Sanscrit grammar. Grammar is a favourite
study in this district and the most extensive and profound
treatises on it in the Sanscrit language are those in most
general use. In the thirteen schools of this class there are four
different grammars used. Panini being taught in six, the KaJapa
in two, the M ugdliahodJia hi tliree, and tlie liofnamala in
two. In ttiaebing Panini the first work employed is the Bhasha
Vritti, a comment arv by Purusottama Deva on Panini ’s rules,
omitting those' wliicb arc jieculiar to the dialect of the Vedas.
This is followed by the study of the Nyatia^ an exposition of the
hasica 1 ritii, which is a perpetual commentary on Panini ’s
rules. The hasica Vritti does not itself in any case appear to
be used as ji text-book, but references are occasionally made to
it. The Kalapa grammar is taught first in the Daurga Sinhi,
an exposition by Durga Sinba of the Katantra Vritti, the latter
being a brief and obscure commentary on the original aphorisms.
Ihis is followed by the Katantra Parisista^ a supplement to the
halapa by Sripatidatta; by the Katantra Panpea, a comment-
ary on the Baurgi Sinhi by Trilochandasa ; by the commentary
of Suflhena Kaviraja on the same; and by Parisista Prabodha,
a commentary by Gopinatha on the supplement above-men-
tioned. The original aphorisms of the Panini and Kalapa
grammars are believed to possess divine authority, which is
StATB OP EDUCATION IN BENGAL
177
not attributed to any of the other works employed in this course
of instruction. The Mugdhabodha of Yopadeva is studied
without any commentary in the two schools where it is used;
and the Ratnamala, a compilation by Purusottama from the
Panini and Kalapa grammars, is studied with the commen-
taries called Jiveshwari and Prahhaba Prakanika. A list of
verbal roots with their meanings is also committed to memory
in this part of the course.
Lexicology is the most appropriate name that has occurred
to me for describing that branch of study by which, simul-
taneously with the study of grammar, a knowledge of the
meaning of single words and of their synonyms is acquired. The
only work employed for this purpose is the Aniara Kosha hy
Amara Sinha, with the commentary of Raghunatha Chakra-
varti. The names of objects, acts, qualities, &c., are classified
and their synonyms given, which the students begin to commit
to memory without the meaning; and they afterwards read the
work and its commentary with the teacher who explains them.
This gives the student a large command of words for future use
either in reading or composition; and it is after some acquaint-
ance with the grammar and the dictionary that the teacher
usually encourages and assists the student to compose, verbally
or in writing, short sentences in Sanscrit.
The work in verse invariably read first is the Bhatti Kavya
on the life and actions of Bam, so composed as to form a con-
tinued illustration of grammatical rules. This is followed
without any fixed order by any of the following works or by
others of the sfime class viz., Haghu Kavya, also on the history
of Ram; Magha Kavya, on the war between Sisupala and
Krishna; NaifiluuJha Kavya ^ on the loves of Nala and Dama-
yanti; Bharavi Kavya, on the w^ar between Yudisthira and Dur-
jodhana, &c., (fee., <fec. The poetry of the drama may be said
to be almost wholly neglected here : in one college only I
found that the Mahanataka is read.
In rhetoric the first work read is the Chandomanjari on
prosody, and the only other work by which this is followed
here I found to be the Kavya Prakasa on the rules of poetical
composition.
It will be seen from Table III, that all these branches of
general literature are not taught by every teacher. Some
178
STATE OF EDUCATION IN BENOAtj
teach only grammar; others grammar and lexicology; others
add poetry with or without the drama, and others embrace
rhetoric. T3ut the whole of these are required to constitutes
complete course of philology and general literature. The
teacher of grammar only, the mere grammarian, ranks in the
lowest scale of learned men; and in proportion to the number
of the other branches of general literature which he adds to
his acquirements, he raises his reputation and emoluments as a
Sahdih- or j)hilologer. |
2. Tlic nineteen schools of Hindu law are 9(a), 18Ua),
18(h), 46, 70 (a), 71, 72 (b), 84, 86 (a), 86 (c), 86 (e), 100,
170. 279 (c). 374 (a), 44«5, 447 (a), 447 (h), and 447 (c),\of
Table IIT. and contain 245 students, of whom 81 belong \to
the villages in which the schools are situated and 164 to othter
villages. The age at which they enter on their studies varies
from nine to fifteen, and that at which they leave college
varies from eighteen to thirty-two, the whole period of scholas-
tic study varying from eight to twenty-three years. Omitting
one school in which the age of beginning and completing study
could not be satisfactorily ascertained, the average period of
scholastic study in ihe remaining eighteen institutions is be-
tween sixteen and seven teen years. The professors of law
receive throughout the year various sums as presents which,
according to their own statements, average the low^est three
rupees and the highest twenty-five per month. Omitting two
schools respecting w'hich this information could not be obtained,
the average monthly receipts of the remaining seventeen amount
to upwards of fourteen rupees each. All the students of a
school of law throughout the year receive various sums as pre-
sents, which average the lowest four annas and the highest five
rupees per month; and omitting the two schools above-men-
tioned, the average monthly receipts of the remaining seven-
teen amount to rather less than two rupees each. The total
expense which a student incurs in copying the books used in
a course of instruction in a law- school varies from four to
forty rupees; and omitting five schools in which this could not
be ascertained, the average disbursements of each student in
the remaining fourteen schools for books only during a whole
course amount to upwards of twenty rupees.
The teachers of law are in all cases conversant with the
SrrATB OF EDUCATION IN BENGAL
1^9
grammar and lexicology of the Sanscrit language and can give
instructions in them; some are also acquainted more or less
familiarly with the poetical and dramatic writings : and a small-
er number with the works on rhetoric. Every teacher of law
receives students at the earliest stage and instructs them
according to the extent of his own acquirements in general
literature, and when he has reached that limit, he carries them
on to the study of law. His students sometimes object to this
arrangement and leave him in order to complete with another
teacher a course of study in general literature. The majority
of law students, however, begin and end their studies in general
literature to whatever extent they may desire to proceed with
a professor of that branch of learning, and afterwards resort to
a teacher of law for instruction in his peculiar department. On
those occasions on which the study of the law is specially
directed to be suspended as on the first, eighth, and thirtieth
of the waxing and waning of the moon, when it thunders, &c.,
&c., the students most commonly revert to their studies in
general literature which at such times are not prohibited.
The compilation of Raghunandana on every branch of
Hindu law, comprised in twenty-eight books, is almost exclu-
sively studied in this district. It consists, according to Mr.
Colebrooke, of texts collected from the institutes attributed to
ancient legislators, with a gloss explanatory of the sense, and
reconciling seeming contradictions. Of the twenty-eight books
those are almost exclusively read which prescribe and explain
the ritual of Hinduism. The first book invariably read is that
on lunar days; and this is followed by the others without any
fixed order of succession, such as those on marriage, on penance,
on purification, on obsequies, on the intercalary month of the
Hindu calendar, &c.; but the number of books read is seldom
more, than ten and never exceeds twelve, and is sometimes not
more than four, three, and even two. Raghunandana *s treatise
on inheritance and Jimutavahana's on the same subject, are
also taught by one or two Pundits.
8. The two schools of logic are 9 (b), and 86 (6), of Table
III, containing each four students, of whom two are natives
and six sti^angers to the villages in which the schools are
situated. The age of commencing study is ten or twelve and
that of leaving college twenty-four or thirty-two, the course of
STATE Of EDUCATION IN -feENOAt
180
study taking up from twelve to twenty-two years whicfl must
be understood, as in the preceding case of law-schools, to in-
clude the preliminary studies in grammar, &c. Of these schools
the teacher of one receives about twenty-five rupees a month in
presents and his pupil two rupees; and the teacher of the other
eight rupees a month and his pupils one. The expenditure of
a student in the former for books during the whole course is
stated to be about fourteen rupees, and that of a student in
the latter about fifty rupees; the difference being probably
occasioned by the circumstance that in the one case fam|ly-
copies of books are used which are not possessed in the othe^.
The course of instruction in logic embraces the reading
and explanation of the following works, viz., Bhasha Pan-
chheda^ an introduction to the system of logic, with definition^
of terms, qualities, and objects; Vyapti Panchdka on the neces-
sary or inherent qualities of objects; Sinha Vyaghra, a supple-
ment to the preceding; Vyaddhikaranadharmahachinahhaha, on
the same subject; Siddhania Lakshana^ the same; Abachhedokta-
nirukii, the same; Vinesa Vyapti, the same; Paksata, on in-
ferential propositions; Samamja Laksana, on the definition of
classes or genera; Samanya Nirukti, the same; Avayava, on
syllogism; Hetwahhasha, on fallacies; Kufiumanjali, on the
proofs of the divine existence, the attributes of the divine nature,
and the means of absorption into it; and Vyuipattivada, a
treatise on the derivation and meaning of the radical portions
and of the suffixes and affixes of words. In one of the schools
of logic, tlic second above-mentioned, only a few of these
works are superficially and partially read.
4. Four schools of learning remain to be separately
noticed, a Vcdantic, a Pauranic, a Tantric, and a Medical
School.
The Vedantic school, No. 70 (b) of Table III, can scarcely
be said yet to exist. The Pundit, after completing the usual
course of study in his native district of Eajshahi, to extend his
acquirements went to Benares whence he had returned about a
month before I saw him. He now proposes to open a school,
and to teach the following branches of learning, viz., general
literature, law, the puranas, and the vedanta, in which he
claims to be profoundly versed, and from which I derive the
STATE OF EDUCATION IN BENGAL
181
title by which his intended school is designated. He had no
pupils at the time of my visit to his village.
The Pauranic school, No. 279 (o) of Table III, contains
twenty students, of whom five are natives and fifteen strangers
to the village in which the school is situated. They begin to
study about ten years of age and leave school about thirty-two.
The teacher receives about twenty-five rupees a month and th(^
students four, each of the latter expending about sixty rupees
111 copying the books they require for a whole course. The
Pundit gives instruction in general literature, in law, and in
astrology ; but as he also teaches the puranas, chiefly the
Mohahliarata, and derivc^s a great jmrt of his einolunients from
the public recitation of them in wealthy families, the name
given to his school is derived from that branch of his acquire-
ments. In astrology, he teaches the JifoUsa Tiilira b\ llaghii-
naiidana, a summary of astrological knowledge; the Jataka
Cliandrica, on the calculation of nativities; and the Satkritya
MuldavaJi, the Dipika, and the Samaya Pradipa, on lucky and
unlucky days.
The Tantric school, No. 38 of Table 111, contains twelve
fuipils of whom three are natives and nine strangers to the village
in which the school is situated. They begin to study at eight
yeairs of age and leave school at thirty. The teacher receives
eight rupees and the students about eight annas a month in
])resents; each of the latter expending about forty rupees in
(‘opying the books for a course. The Pundit teaches superficially
grammar and the Vedanta, but his distinctive name is de-
rived from his professional instruction in the Tantra. The
works classed under this name may be generally described to
be employed in explaining the formulte peculiar to the votaries
of Siva and the female deities, by which they seek to attain
■supernatural powers and accomplish objects either good or bad
for themselves or others. The work taught by this Pundit is
the Tantra Sara, a compilation on those subjects. One of the
two Tantric sects, some of whose followers are found in this
district, are intemperate and licentious in their habits and man-
ners, not only believing that the use of intoxicating liquors ia
permitted, but that it is enjoined by the system of doctrines
they profess. With such a belief the use. of them is naturally
1$2
STATE OF EDUCATION IN BENGAL
carried to great excess, but the conduct of such persons is
regarded with great abhorrence by other Hindus.
The Medical school, No. 70 (c) of Table III, contains seven
students of whom four are residents of the village and three
strangers. The period of commencing the study of medical
works is from twenty- two to twenty -five years of age, and that
of discontinuing the study from twenty-five to thirty years of
age, the whole period of study varying from five to eight years.
It is expected and required that medical students shall .have
previously acquired a knowledge of Sanscrit grammar and
general literature in some of the schools of learning taught by
Brahman-pundits, after which they commence a course of
medical reading in this institution. The period of study is
shortened or prolonged according to the ability of the students
for a shorter or a longer period to dispense with the emolu-
ments of private practice. The school is taught by two aged
brothers, Vaidyas in caste, most respectable men, and in high
repute as medical ])ractitioners. Neither Vaidya teachers nor
Vaidya pupils receive invitations or presents, as Brahman
pundits and their pupils do, and the former are consc'quently
dej)endent solely on their own means for the maintenance of
their establishment. Vaidya teachers, however, like Brahman -
pundits, lodge and feed those pupils who have no borne in the
village in which the school is situated, and they also give their
instructions to all gratuitously. A student incurs an expense
of about sixteen rupees in copying the books necessary to be
read in an entire course of study. The work first read is the
NidanUj a standard medical work, after which the students of
this school read Chakradatta by Chakrapani; Ratnamala by
Ramakrishna; Dravya Ouna by Narayana Dasa; a commentary
by the same author on his own work Madhumafi; commentaries
of Vijaya Raksita and Siddhanta Chintamuni on the Nidana;
a commentary on Chakradatta by Yasodhara; and Patyapatya,
a work described as variously treating of the causes of disease,
diagnosis, the practice of medicine, and materia rnedica.
In a general view of the state of Hindu learning in this
district, grammar appears to be the only department of study
in which a considerable number of persons have a distinguished
proficiency. The most eminent Pundits are 18 (a) and 70 (6).
Ramakanta Sarvabhaunm a logician, and Siva Chandra
STATE OE BBUCATION IN BENGAL
188 ^
Siddhanta a Vedantic, both highly reputed, and both apparently
profound in the branches of learning to which they have
devoted themselves. I might add also the medical professors
who are venerable men and highly respected by all around them
for their learning within their own peculiar range as well as
for their general character. There are others who occupy a
middle rank; but the majority of the Pundits are superficial
men and, I have reason to think, would be so judged by com*
petent persons amongst their own countrymen — that is, super-
ficial compared with the highest existing standards of native
learning, although all in general know' well what they profess
to know. In this district the poetry of the drama appears to
he almost wholly neglected. I found only one instance in
which the Mahanataha and that alone is read; whereas in some
other districts dramatical literature is more generally and more
fully studied, the Mahanataka being usually succeeded by
Sakvtiialay Kautuka Sarvasiva, Hasyarnava, Venisanhar, Murari^
&c. In rhetoric, the Srutahodha and Kavyachandricat the for-
mer on prosody and the latter on the rules of poetical compo-
sition and both in general use elsewhere, are not read in this
district. In law, Manu and the Mitaksara, w'hich are studied in
other parts of Bengal, are here known only by name; and we
have seen that logic, to which by general consent the highest
honours are given in Bengal, has here only two professors, of
whom one is scarcely worthy to be so ranked. Not only is
learning low, but it is retrograding. One village that has two
schools of learning (No, 9) had from ten to twelve within the
recollection of one of the Pundits, and there has been no cor-
responding increase elsewhere within the district. The diminu-
tion is attributed to the breaking up of the great zemindaries
and the withdrawal of the support which their owners gave to
the cause of learning and of the endowments which they estab-
lished. I have already mentioned the comparatively refined
tone of feeling and character which the cultivation of Hindu
learning appears to give to its possessors; and the effect in
some measure extends to their families, for the children of
Brahman-pundits are in general bright-looking and intelligent,
modest and polite. The system of learned instruction also has
a principle of diffusiveness in the gratuitousness with which the
instruction is bestowed, but that principle operates only
184
STATE OF education IN BENGAL
within the pale of the Brahman caste, except to a limited extent
in favour of Vaidyas, and beyond those limits none of the
humanizing influences of learning are seen in the improved moral
and intellectual character or physical condition of the sur-
rounding humbler classes of society. It seems never to have
entered into the conceptions of the learned that it was their
duty to do something for the instruction of those classes who
are as ignorant and degraded where learning abounds as where
it does not exist; nor has learning any practical influence upon
the physical comforts even of its possessors, for their Houses
are as rude, confined, and inconvenient as those of the \more
ignorant, and the patliways of Brahnian-villages are as narrow,
dirty, and irregular as those inhabited by the humblest \and
most despised (Uiasas and Chandals.
SECTION TV
English School
In the report of 1st July, ISBfi, mention is made of an
English school at Hauleah, the capital of this district, but no
information was then possessed respecting it. That school was
in operation when I entered the district, but for want of funds
was suspended about the beginning of November last Although
the school does not now exist, its revival may be hoped for,
and with that anticipation it may be desirable to record the
following particulars of its origin and management.
The school was established in July, 1833, and placed
under the care of an English teacher receiving eighty rupees
per month, with an assistant receiving twenty rupees and a
Bengali teacher receiving eight rupees. The English teacher,
in addition to his salary, had a bungalow built for him at a
cost of eight hundred rupees which he occupied rent-free; and
a school-house was built at an expense of one thousand and
two hundred rupees. With economical repairs and proper
care, both the houses might last fifteen years. The expense
of books, pens, paper, ink, and sweeper, to keep the school-
house clean, was estimated on an average at twelve rupees
per month. The current monthly expenditure thus amounted
to one hundred and twenty rupees.
StTATE OP EDUCATION IN BENGAL
185
The teachers' house and the school-house were built by
subscription and the current expenses were defrayed by the
same means. The subscriptions never amounted to more
than one hundred and thirty-eight rupees per month, and at
the time the school was suspended they had fallen to eighty-
six rupees })er month, in consequence of several friends to the
institution having left the station. Even the latter amount
could not be regularly realized from the nominal subscribers,
the unpaid arrears amounting to 663 rupees, and a balance
being due to the school-establishment of 274 rupees. The
subscribers were public functionaries, indigo-planters, zemin-
dars. and native otheers of the courts ; Christians and non-
C'liristians in nearly equal proportions.
When the school was suspended, the number of scholars
was 134, of whom about two- thirds were in regular attendance.
Eighty-five were learning English and forty-nine Bengali. The
age of the Bengali sehohirs varied from five to fourteen ; and
that of the English scholars from eight to twenty-four. All the
Bengali scholars were from Bauleah and its neighbourhood. A
majority of the English scholars were not natives of •Bauleah,
but had relations attached to the courts there; and a few who
had no relations at Bauleah had come from Pubna, Commer-
colly, Nattore and Moorshedabad.
The Bengali scholars were taught writing, reading, and
accounts in the native way. The writing materials were at first
supplied at the expense of the institution, and afterwards the
scholars were required to bring them at their own expense, in
cionsequence of which twenty-five of them discontinued their
attendance. If this requisition had been made from the first,
it is probable that no objection would have been made to it.
The English scholars were first taught to read and spell,
and afterwards to write and to translate from English into
Bengali. They were next carried on to the simplest rules of
grammar and arithmetic and still further to Murray’s abridge-
ment and the rule of three; and they were afterwards intro-
duced by verbal instruction to some knowledge of geography
and astronomy. The highest class read English History and
Ancient History and an Introduction to Natural Philosophy.*^
I examined this school in the middle of July last, and
found it in a very inefficient state, the obvious cause of which
15— 1326B
186
STATE OF EDUCATION IN BENGAL
was the want of superintendence. If it had been continued, it
was essential to its usefulness that there should be some
effectual supervision over the teachers and over the system of
instruction; and with that view an attempt was made to form
a committee of superintendence amongst the gentlemen resi-
dent at Bauleah; but it was found impracticable.*
SECTION V
Female Instruction
Some account of the means and amount of female instruc-
tion is indispensable, but on this subject I have been able to
collect very little information.
* The following is an extract of a letter which accompanied this Re-
port, relating to the English School at Bauleah : —
“2. In conformity with the wishes of the friends of native education
at Bauleah I beg respectfully to solicit the particular attention of the
General Committee to the account given in the Report of the late English
School at that station. The hope is entertained that it may be consistent
with the plans of the Committee to establish an English School there
similar to those which exist at other stations under the patronage of the
Committee.
3. Besides the assumed general agreement of such a measure with
the plans of the Committee, two circumstances appear to recommend it. The
first is that throughout the district there is not at this moment a single ins-
titution of education of European origin. The second is that a school-house
and a teacher’s house already exist and would be immediately made over
to the Committee if a school were to be established ; whereas if not occu-
pied, they will fall into disrepair and ruin ; and the same expense will be
necessary at some future time.
4. I fully concur in the opinion that the district will derive very great
advantage from such an institution, and I cordially recommend its estab-
lishment, if the Committee have funds applicable to such a purpose. I beg
to add that I believe its usefulness will be increased ten-fold if an equal
amount of expenditure is at the same time incurred on well-considered
measures for promoting education throughout the district by means of the
vernacular language . ' '
(Sd.) W. Adam,
STATE OF EDUCATION IN BENGAL
187
The female population of all ages in Nattore, according to
Table I, amounts to 94,717.
Of the total female population, 16,497 are under five years
of age; that is, are below the teachable age, or the age at
which the first instruction in letters may be or is communi-
cated.
Of the total female population, 16,792 are between fourteen
and five years of age, that is, arc of the age at which the mind
is capable of receiving in an increasing degree the benefit of
instruction in letters. The state of instruction amongst this
unfortunate class cannot bo said to be low, for with a very
few individual exceptions there is no instruction at all. Abso-
lute' and hopeless ignorance is in general their lot- The notion
of providing the means of instruction for female children never
enters into the minds of parents; and girls are equally deprived
of that imperfect domestic instruction which is sometimes
<’iven to boys. A superstitious feeling is alleged to exist in
file majority of Hindu families, principally cherished by the
\\’omen and not discouraged by the men, that a girl taught
1 10 write and read will soon after marriage become a widow, an
•vent which is regarded as nearly the worst misfortune that can
hefall the sex; and the belief is also generally entertained in
native society that intrigue is facilitated by a knowledge of
letters on the part of females. Under the influence of these
! fears there is not only nothing done in a native family to pro-
jiriote female instruction, but an anxiety is often evinced to
discourage any inclination to acquire the most elementary
knowledge, so that when a sister, in the playful innocence of
childhood, is observed imitating her brother’s attempts at pen-
man ship, she is expressly forbidden to do so, and her attention
drawn to something else. These superstitious and distrustful
feelings prevail extensively, although not universally, both
amongst those Hindus who are devoted to the pursuits of re-
ligion, and those who are engaged in the business of the world.
Zemindars are for the most part exempt from them, and they
•n general instruct their daughters in the elements of know-
l♦'dge, although it is difficult to obtain from them an admission
of the fact. They hope to marry their daughters into families
of wealth and property, and they perceive that, without a
knowledge of writing and accounts, their daughters will, in the
188
STATE OP EDUCATION IN BENGAL
event of widowhood, be incompetent to the management of
their deceased husbands* estates, and will unavoidably become
a prey to the interested and unprincipled. The Mahomedans
participate in all the prejudices of the Hindus against the
instruction of their female offspring, besides that a very large
majority of them are in the very lowest grades of poverty, and
are thus unable, even if they were willing, to give education to
their children. It may, therefore, be affirmed that the juvenile
female population of this district, that is, the female population
of the teachable age or of the age belw^een fourteen and five
years, without any known exception and with so few\ probable
exceptions that they can scarcely be taken into the account,
is growing up wholly destitute of the knowledge of reading and
writing. Upon the principle assumed in Section I in estimat-
ing the total population, it wall follow that the juvenile female
population of the whole district is eight times that of Nattore
or 134,336; that is, in the single district of Kajshahi there is
this number of girls of the teachable age growing up in total
ignorance.
Of the total female population, 61,428 are of adult age or
above fourteen years; and according to the above-mentioned
estimate it will follow that the adult female population of the
whole district is eight times that of Nattore or 491,424. It
would have been more conformable to the customs of the
country to have fixed twelve instead of fourteen as the adult
age of females, the former being the ago at which married girls
are usually taken to their husbands* houses, but the latter
was preferred in order to obtain similar data for comparison
between the different corresponding divisions of the male and
female population. If we take into account the early age at
which married females leave the parental roof, it will appear
probable that there are in this district alone at least half a
million of adult females; and with the views which are general-
ly and justly entertained in European society of the influence
exercised by the female sex upon the cjharacter of their off-
spring, it would be an object of importance to ascertain the
amount of cultivation possessed by this important class. The
total absence of means for their instruction in early life and
the strong prejudices directly operating against their instruction
sufficiently prove what the answer to such an enquiry must be.
g^TATE oE Education in eengal
189
Although my information is necessarily imperfect, nothing that
is known leads me to suppose that there are many, if any, ex-
ceptions to the general character of extreme ignorance. It has
already been stated that zemindars, for the most part, instruct
their daughters in the elements of knowledge; and for the
reasons there assigned, instances sometimes occur of young
Hindu females who have received no instruction under their
parents’ roof taking lessons, at the instigation of their parents
and brothers, after they have become widows, with a view to
the adequate protection of their interests in the families of
which they have become members. The number of principal
zemindars in the whole district is about fifty or sixty, of whom
more than a half are females and widows. Of these, two, viz.y
Hanees Suryamani and Kamal Mani Dasi are alleged to possess
a competent knowledge of Bengali writing and accounts, while
some of the rest are more imperfectly instructed and others
are wholly ignorant. Other exceptions to the general ignorance
arc found amongst the mendicant Vaishnavas or followers of
Ohaitanya, amounting in Nattore probably to fourteen or
fifteen hundred individuals, who are generally able to write and
read and who are also alleged to instruct their daughters in
these accomplishments. They are the only religious body of
whom as a sect the practice is characteristic. Yet it is a fact
that as a sect they rank precisely the lowest in point of general
morality, and especially in respect of the virtue of their women.
It would be erroneous, liowever, to attribute the low state of
morality to the degree of instruction prevailing amongst them.
It is obviously and solely attributable to the fact that the sect
is a colluvies from all other sects — a collection of individuals
who throw off the restraints of the stricter forms of Hinduism
in the profession of a doctrine which allows greater license.
The authors and leaders of this sect had the sagacity to per-
ceive the importance of the vernacular dialect as a means of
gaining access to the multitude, and in consequence their
works, original and translated, in that dialect, form a larger
portion of the current popular literature than those of any
other sect. The subject-matter of these works cannot be said
to be of a very improving character, but their existence would
seem to have established a love of reading in the sect, and the
taste has in some measure at least extended to their women..
190
STATE OF EDUCATION IN BENGAL
With these exceptions the total number of grown up females in
the district may be reckoned as destitute of instruction in
letters.
SECTION VI
Instruction of the Male Populatioi|
1 propose in this place to (*omparc the existing means of
instruction with the wants of the juvenile male population, and
to estimate the amount of cultivation possessed by the adult
male population.
The male population of all ages in Nat tore, according to
Table I, amounts to 100,579.
Of this population, 18,442 arc under five years of age, that
is, have not yet attained the age at which the first instruction
in letters is or may be (*ommunicated.
Of the male population, 22,637 are between fourtee n and
five years of age, that is, of the teachable or school -going age.
In estimating the means of instruction for this populatldhV wt
may put schools of learning amongst the Hindus entirely out
of the question, for although the teachers of those institutions
receive pupils before they are fourteen, yet I found scarcely
any instance of a student below that age and a large majority
of them are full-grown men. It will, therefore, be correct to
class the students at schools of Hindu learning generally, and
convenient to class them universally, as of adult age. On the
other hand, a very few instances may be found of youths above
fourteen attending the schools of elementary instruction, and
these on the same general principle will be classed as of the
school-going age, although actually beyond it. We have already
seen that, in the elementary schools of all descriptions, both
amongst Hindus and Mahomedans, the total nuinber.,]^ schokrs
is 262; and it has also appeared that in 1,588 families thern^are
about 2,382 children who receive domestic instruction^ t he tota l
number who receive any sort of instruction thus amounting^ to
2,644. Deduct this number from the number of male children
between fourteen and five, and it thus appears that, of 22,637
children of an age capable of receiving instruction, 19,993 are
STAfE oE Education in benoal Idl
w holly uninstruc ted. Of the whole male population of the
teachable age, the proportion of the instructed to the un-
instructed is thus as 132 to 1,()00. In other words, for every
number of children amounting to 132 who receive some sort of
ii ^struotion e ither at. home or at school, there are i,000 who
rece^Lve no instruction whatever.
This, aJtliougli a very decisive fact, does not alone present
a complete view of the inadequacy of the means of instruction
to those receiving it, shows that the means of instruction must
be exceedingly scanty; but this conclusion is still more fully
established when it is added that the means of instruction
actually provided are not only insufficient numerically for the
juvenile population to be instructed, but that compared with
similar institutions in other countries they afford only the
lowest grades of instruction, and those in imperfect forms and
in the most desultory manner. What, for instance, bearing the
semblance of instruction, can be less worthy of the name than
the mere knowledge of the forms and sounds of letters to which
instruction in the Arabic elementary schools is limited? And
in the Bengali and Persian schools, which are several grades
higher, I have shown how imperfect is the instruction com-
municated. Even that proportion, therefore, of the juvenile
population who are receiving some sort of elementary instruc-
tion must be regarded as most defectively instructed.
Another element in estimating the adequacy of the
means of instruction to the wants of a given population is the
fit distribution of those means; but where the means are so
scanty in amount and so imperfect in their nature, it may
appear of little consequence how they are distributed. In point
of fact the police sub-division of Nattore is a favourable speci-
men of the whole district, for it appears to be decidedly in
advancie of all the other thanas. According to the best informa-
tion I can collect, Hariyal, Ghaugaon, Pathiya^ Bhawani-
gunge y Bilmariya, and Bauleah rank next to Nattore; while
Tannore, Manda, Dubalhati, Godagari, Sarda, and Mirgunge
are almost entire blanks as to the means of education. If,
however, we give the other thanas the advantage, with respect
to the means and amount of instruction, of being on an equal-
ity with Nattore, and if we assume that the juvenile male popu-
lation bears the same proportion to the adult male population
192
STATE OF EDUCATION IN BENGAL
throughout the district as it does in Nattore, then -in the mode
before adopted of estimating the total population, eight times
the juvenile population of Nattore will represent the total juve-
nile population of the district ; and it will thus appear that, of
181,096 children between fourteen and five throughout the dis-
trict, 21,152 are receiving some sort of instruction, however
imperfect, either at home or at school, and 159,944 are wholly
destitute of the means or opportunity of acquiring the simplest
elements of education. My own observations and the inquiries
I have made of others lead me to believe that thk is a more
favourable representation of the amount of elementary instruc-
tion in the district than strict fact would justify; and yet wdiat
a mass of ignorance it exhibits within a comparatively small
space, growing up to occupy the place of the ignorance that
has gone before it, and destined, it may be feared, to reproduce
and j)erpetuate its owui likeness.
The amount of cultivation possessed by the adult male
population may be estimated from several details contained in
Table I.
The male adult i)opulation of Nattore, including all of the
male sex who are above fourteen years, that is, who have
passed beyond the school -going age, amounts to 59,500; and in
this population there are different classes of indivdduals who have
received a greater or less amount of instruction. Thej^rst class
consists of ^atihei'l^ of schools of learning who, we have seen,
are 39 in number. The extent of their attainments is shown
inTEe account given in Table III of the institutions which they
conduct. In respect of wealth and j)roperty they liave a com-
paratively humble place in native society; but in respect of in-
tellectual cultivation and acquired learning, religious authority
and moral influence, they hold the first rank. The second
class^ consists of those who have received either a c nmplf^te "n r
an imperfect learned education, but who have not the mea ns o r
the ability to establish or conduct a school of learning. They
support themselves in general as initiating or family priests; as
reciters or interpreters of the pwranas, on the occasion of public
celebrations by rich families; as the performers of propitiatory
rites for averting ill or obtaining good; and as mendicant visitors
at the houses of the great. The number of such perf^ons fp
Nattore is eighty-seven, all Hindus, to whom as belonging to
state op education in BENGAL
193
the same general class must be added a learned Musalman,
making in all The third class consists of the students at
Hindir^chools of “le arn ing, in number amounting to 397,
wht5in ^8 already stated I shall rank without exceptiSf as
adults, although there may be a very few amongst them who
are under fourteen years of age. At present their attainments
in Hindu learniiig are in many instances respectable, and they
are growing up to occupy the places of the two preceding
classes. The fourth class ^consists of those without being, or
claiming to be, learned in the technical sense of the term, have
a cquired a degree of knowledge of Bengali accounts, sometimes
acquain tance with Persian as a written language, often
an acquaintance with Hindustani as a spoken language, and in
three or four instances a smattering of English. They are for
the most part persons having some landed property, retainers
of wealthy families, officers of Government, servants of mer-
chants and planters, money-lenders and their agents, shop-
keepers, teachers of Persian and Bengali schools, etc. Their
number in 3,255. The cla^ss consists of those who "can
cither sign their names or read imperfectly, or perhaps can do
1)oth, but the power to do cither lias obtained admission into
this class. It is proper to note this distinction, because the
power of reading and writing is in general acquired at school at
the same time; but sometimes a person has had only a few
months’ or jierhaps weeks’ instruction at school and is just able
to sign his name without pretending to read any other writing;
and in other cases persons have by self-instruction at home
acquired the power to sign their names without making any
further advances. On the other hand, some can read without
being able to write or pretending to understand even What they
read. This class, therefore, includes all who have made any
attainment whatever, however humble, in reading or writing,
and the individuals composing it consist of the lowest descrip-
tion of Musalman priests, some of whom teach the formal
reading of the Koran; the lowest descriptions of dealers or
mechanics such as oilmen, flowermen, smiths, manufacturers
of earthen-ware, &e. ; and the lowest descriptions of Brahmans
who employ themselves in fomenting disputes in villages about
caste and making the conciliation of parties a source of gain
to themselves, or who act as cooks, messengers, attendants on
194
STATE OF EDtJCATlON BBNCiAt
idols for hire, &c., &c. The persons of this class
number. These five classes, embracing as far as I can ascer-
tain the entire literary attainments of Nattore, both real and
nominal, contain in all 6,121 individuals, leaving, out of the
male adult population” (59,500), not less than 53,37 9 who ha ve
'received not even a single ray of knowledge into their minds
through the medium of letters and who will probaBly^TMain
'equally ignorant throughout life. Assuming the former esti-
mate of the entire population of the district, and giving all the
other police sub-divisions the advantage of suppos'^ng that each
has an equal amount of literary cultivation to thaif) of Nattore,
it will follow that the total male adult population' of Rajshahi
is 476,000, of whom 48,968 know more or less of letters, leaving
427,032 who are totally destitute of the advantages of educa-
tion in its very humblest forms. Of the whole adult male popu-
lation the proportion of the instructed to the uninstructed is
thus as 114,6 to 1,CKX). In other words, for every number of
adult males amounting to 114 or 115 who have acquired some
knowledge of letters, however su2)erficial and irni^erfect, there
are 1,000 who have grown up and who must remain totally
ignorant of all that a knowledge of letters alone can impart.
The conclusions to which I have come on the stated of
ignorance both of the male and female, the ad?ilt and the juve-
nile, population of this district require only to be distinctly ap-
prehended in order to impress the mind with their importance.
No declamation is required for that puri)ose. I cannot, how-
ever, expect tliat the I'eading of this report should convey the
impressions which I have received from daily witnessing the
mere animal-life to which ignorance consigns its victims, un-
conscious of any wants or enjoyments beyond those which
they participate with the beasts of the field — unconscious of
any of the higher purposes for which existence has been bes-
towed, society has been constituted, and government is exer-
cised. 1 am not acquainted with any facts which permit me
to suppose that, in any other country subject to an enlightened
government and brought into direct and (constant contact with
European civilization, in an equal population there is an equal
amount of ignorance with that which has been shown to exist
in this district. Would that these humble representations may
lead the Government of this country to consider and adopt
Sf ATE OE education IN BENGAL
195
some measures with a view to improve and elevate the condi-
tion of the lower classes of the people, and to qualify them
both adequately to appreciate the rights and discharge the obli-
gations of British subjects. In such a state of ignorance as I
have found to exist, rights and obligations are almost wholly
uiikiiowii, and society and government are destitute of the
foundations on which alone they can safely and permanently
rest.
SECTION VII
State of Native Medical Pkactice
The state of Native Medical Practice in the district is so
nitinjately connected witli the welfare of the people that it
could not be wholly overlooked; and as the few facts that I have
(iollected tend additionally to illustrate their character and con-
dition, it would be improper to omit them. They are submitted
with deference to those who may have made professional in-
quiries, and can form a professional judgment on the subject.
The number of those, wdio may be (tailed general practi-
tioners and wdio rank liighest in the native medical profession in
Nattore, is 12B, of whom 89 are Hindus and 34 are Mahome-
dans. The Medical School at Vaidya Belghariya possesses
considerable interest, since it is, as far as I can ascertain, the
only institution of the kind in the district, and the number of
such institutions throughout Bengal is, I believe, very limited.
The two medical teachers of this school are employed as
domestic physicians by two wealthy families, and they have each
also a respectable general practice. As a domestic physician,
the junior teacher has a fixed salary of twenty-five rupees a
month; while the senior teacher in the same capacity has only
fifteen rupees a month, and that only as long as his attend-
ance may be required during periods of sickness in the family
that employs him. I have spoken of that family as wealthy,
but it is only comparatively so, being in very reduced circum-
stances; and to that cause rather than to the low estimation
in which the physician is held, we must ascribe the scanty
remuneration he receives. At another place, Hajra Nattore,
196
STATE OF Education in Bengal
No. 26, there art‘. three educated Hindu practitioners, all three
Brahmans and brothers and more or less acquainted with Sans-
crit, having acquired the grammar of the language at Bojpara
Amhatti, and subsequently applied their knowledge of it to the
study of the medical works in that language. The eldest has
practised since he was eighteen, and he is now sixty- two years
of age, and employs his leisure in instructing his two nephews.
On an average of the year he estimates the income derived
from his practice at five ru])ees a month, while onel of his bro-
thers who is in less repute estimates his own income at three
rupees. At a third ]jlace, Haridcv Khalasi, No. lOOi there are
four educated Hindu practitioners, three of whom ajipeared to
be in considerable repute for skill and learning. They were
all absent, and I had not an opportunity of conversing with
them; but their neighbours and friends estimated their monthly
professional income at eight, ten, and twelve rupees, respect-
ively. There are at most two or three other educated Hindu
physicians in Nattore, and all the rest are professionally un-
educated, the only knowledge they possess of medicine being
derived from Bengali translafions of Sanscrit works which des-
cribe the symptoms of tlie principal diseases and prescribe the
articles of the native materia medica that should be employed
for their cure, and the proportions in which they should be
compounded. I have not been able to ascertain that there is
a single educated Musa! man physician in Nattore, and con-
sequently the 34 Mahomedan practitioners I have mentioned,
rank with the uiu'cliK'ated eJass of Hindu pracftitioners, deriv-
ing all their knowledge of medicine from Bengali translations
of Sanscrit works to the f)r(‘S(*riptions of which tJiey servilely
adhere.
The only difference that I have been able to discover
between the educated and uneducated classes of native practi-
tioners is that the former j^rescribe with greater confidence and
precision from the original authorities, and the latter with
greater doubt and uncertainty from loose and imperfect transla-
tions. The mode of treatment is substantially the same, and
in each case is fixed and invariable. Great attention is paid to
the symptoms of disease, a careful and strict comparison being
made between the descriptions of the supposed disease in the
standard medical works and the actual symptoms in the case
STATE OF EDUCATION IN BENGAL
197
of the patient. When the identity is satisfactorily ascertained^
there is then no doubt as to the practice to be adopted, for
each disease has its peculiar remedy in the works of established
repute, and to depart from their prescriptions would be an act
of unheard of presumption. If, with a general resemblance,
there should be some slight difference of symptoms, a corres-
ponding departure from the authorized prescription is permitted,
but only as regards the medium or vehicle through which it is
administered. The medicines administered are both vegetable
and mineral. The former are divided into those which are era-
])loyed in the crude state, as barks, leaves, common or wild
roots, and fruits, &c. ; and those which are sold in the druggist’s
shop as camphor, cloves, cardamums, &c. They are adminis-
tered either externally or in the forms of pill, powder, elec-
tuary, and decoction.
The preceding class of practitioners consists of individuals
who at best know nothing of medicine us a science, but prac-
tise it as an art according to a prescribed routine, and it may
well be supposed that many, especially of the uneducated
class, are nothing but quacks. Still as a class they rank higher
both in general estimation and in usefulness than the village
doctors. Of these there are not fewer than 205 in Nattore.
They have not the least semblance of medical knowledge, and
they in general limit their prescriptions to the simplest vege-
table preparations, either preceded or followed by the pronounc-
ing of an incantation and by striking and blowing upon the
body. Their number proves that they are in repute in the vil-
lages; and the fact is ascribable to the influence which they
exercise upon the minds of the superstitious by their incanta-
tions. The village doctors are both men and women; and
most of them are Mahomedans, like the class to which they
principally address themselves.
The small -pox inoculators in point of information and res-
pectability come next to the class of general practitioners.
There are 21 of them in Natore, for the most part Brahmans,
but uninstructed and ignorant, exercising merely the manual
art of inoculation. ' One man sometimes inoculates from 100 to
500 children in a day, receiving for each operation a fixed rate
of payment varying from one to two annas; the less amount
if the number of children is great, the greater amount if the
196
STATE OF EDUCATION IN BENGAL
number is small. The cow-pox has not, I believe, been intro-
duced into this district amongst the natives, except at the
head station. Elsewhere the small-pox inoculators have been
found its opponents, but, as far as I can understand, their
opposition does not arise from interested motives, for the cow-
pox inoculation would give them as much labour and profit as
they now have. Their opposition arises, I am assured, from
the prejudice against using coi^-pox. The veneratioln in which
the cow is held is well-known, and they fear to participate in
a practice which seems to be founded on some injury done to
that animal when the matter was originally extrat^ied. The
spread of the cow-pox would probably be most effectually
accomplished by the employment of Musalman inoculators
whose succ'ess might in due time convinc'c the Brahman inocu-
lators of their mistake.
Midwives are another class of practitioners that may be
noticed, although it has been denied that Hindus have any. An
eminent London physician, in his examination before the Medi-
cal Committee of the House of Commons, is stated to have
affirmed that the inhabitants of China have no women-mid wives,
and no practitioners in midwifery at all. ‘‘ Of course,'’ it is
added, “ the African nations and the Hindus are the same.** I
enquired and noted the number of wornen-midwives (there is
not a maw-midwife in the country) in the village of Nattore,
and find that they amount to 297. They are no doubt suffi-
ciently ignorant, as are probably the majority of women-mid-
wives at home.
Still lower than the village doctors there is a numerous
class of pretenders who go under the general name of conjurors
or charmers. The largest division of this class are the snake-
conjurors, their number in the single police sub-division of
Nattore being not less than 722. There are few villages with-
out one, and in some villages there are as many as ten. I
could, if it were required, indicate the villages and the number
in each; but instead of incumbering Table I, with such details,
I have judged it sufficient to state the total number in this
place. They profess to cure the bites of poisonous snakes by
incantations or charms. In this district, particularly during
the rainy season, snakes are numerous and excite much terror
among the villagers. Nearly the whole district forming, it is
STATE OF EDUCATION IN BENGAL
199
believed, an old bed of the Ganges, lies very low; and the
rapid increase of the waters during the rainy season drives the
Innd-snakes from their holes, and they seek refuge in the houses
of the inhabitants, who hope to obtain relief from their bites
by the incantations of the conjurors. These take nothing for
the performance of their rites, or for the cures they pretend to
have performed. All is pecuniarily gratuitous to the individual,
hut they have substantial advantages which enable them to be
thus liberal. When the inhabitants of a village hitherto with-
out a conjuror think that they can afford to have one, they in-
vite a professor of the art from a neighbouring village where
there happens to be one to spare, and give him a piece of
land and various privileges and immunities. He possesses
creat influence over the inhabitants. If a quarrel takes place,
his interference will quell it sooner than that of any one else;
and when he requires the aid of his neighbours in cultivating
liis plot of ground or in reaping its produce, it is always more
readily given to him than to others. The art is not hereditary
in a family or peculiar to any caste. One I met with was a
boatman, another a ehowkidar, and a third a weaver. Who-
ever learns the charm may practise it, but it is believed that
those who practise it most successfully are to the manner
bom,** that is, who have been born under a favourable con-
junction of the planets. Every conjuror seems to have a
separate charm, for T have found no two the same. They do
not object to repeat it merely for the gratification of curiosity,
and they allow it to be taken down in writing. Neither do
they appear to have any mutual jealousy, each readily allowing
the virtue of other incantations than his own. Sometimes the
pretended curer of snake-bites by charms professes also to
possess the power of expelling demons, and in other cases the
cxpeller of demons disclaims being a snake-conjuror. Demon-
conjurors are not numerous in Nattore ; and tiger- conjurors
who profess to cure the bites of tigers, although scarcely heard
of in that thana, are more numerous in those parts of the dis-
trict where there is a considerable space covered by jungle
inhabited by wild beasts. Distinct from these three kinds of
conjurors and called by a different name is a class of gifted
iguni) persons who are believed to possess the power of pre-
venting the fall of hail which would destroy or injure the crops
200
STATE OP EDUCATION IN BENGAL
of the villages. For this purpose when there is a prospect of a
hail-storm, one of them goes out into the fields belonging to
the village with a trident and a buffalo’s horn. The trident
is fixed in the ground and the Gifted makes a wide circuit
around it, running naked, blowing the horn, and pronouncing
incantations. It is the firm belief of the villagers that their
crops are by this means protected from hail-storms. Both men
and women practise this business. Tliere are about a dozen in
Nattore, and they arc provided for in the same wAy as the con-
jurors. \
Some of these details may appear, and in\ themselves
probably are, unimportant, but they help to afford an insight
into the character of the humblest classes of native society who
constitute the great mass of the people, utuI whose ha])piness
and improvement are identical with the prosperity of the
country; and although they exhibit the proofs of a most imbe-
cile superstition, yet it is a superstition which does not appear
to have its origin or support in vice or depravity, but in a
childish ignorance of the common laws of nature which the
most imperfect education or the most limited mental cultiva-
tion would remove. These superstitions are neither Hindu
nor Mahomedan, being equally repudiated by the educated
portions of both ('lasses of religionists. They are probably
antecedent to both systems of faith and have been handed down
from time immemorial as a local and hereditary religion of the
cultivators of the soil, who, amid the extraordinary changes
which in successive ages and under successive races of con-
querors this country has undergone, appear always to have
been left in the same degraded and prostrate condition in wfiich
they are now found.
Having come into this district not altogether unprepared
to appreciate the character of the natives; moving amongst
them, conversing with them, endeavouring to ascertain the
extent of their knowledge and to sound the tfepths of their igno-
rance; inquiring into their feelings and wishes, their hopes and
their fears, and frequently reflecting on all that I have wit-
nessed and heard, and all that I have now recorded, I have not
been able to avoid speculating on the fittest means of raising
and improving their character in such a district as that to which
the i)resent Keport relates. To develop the views that have
STATE OF EDWATIOK IN BENOAL
201
occurred to me, and the mode in which I would carry those
views into effect, would require more leisure than I can com-
mand at this season amid the active duties of local inquiry. I
beg, however, to be permitted now to remark that, according
tn the best judgment I have been able to form, all the existing
institutions in the district — even the highest, such as the
schools of Hindu learning, and the lowest, such as the Maho-
medan schools for the formal reading of the Koran, however
remote they are at present from purposes of practical utility,
and however unfamiliar to our minds as instruments for the
communication of pure and sound knowledge, all without excep
lion present organizations whicli may be turned to excellent
account for the gradual accomplishment of that important
()urpose; and that so to employ them would be the simplest,
fhe safest, the most popular, the most economical, and the
most effectual plan for giving that stimulus to the native mind
which it needs on the subject of education, and for eliciting
the c'xerticnB of the natives thems(‘lves for their own improve-
ineni without whicli all oilier means must he unavailing.
]\Io:-)Tsliedabail :
i’lui 28rd December, 1835. W. ADAM.
16— 1826B
202
STATE OF EDUCATION IN BENGAL
APPENDIX TO THE SECOND REPORT
The original appendix contains the following three tables
with a summary : —
Table I — Showing the number of children of the school-
going age, of adults above it and of children below it; of
schools; of instructed adults; and of medical practitioners in
the sub-division of Natore, district of Rajshahi.
TaI'lk II — hlxhibiting various details relating to the Indi-
genous Elementary Schools mentioned in the preceding table.
Table 111 — Exhibiting various details relating to the Indi-
genous Schools of Learning mentioned in Table I.
These tables are printed in the append ir to this edition ;
but the summary of the tables as prepared by Adam is ])rinte(l
here.
STATE OF EDUCATION IN BENGAL
208
SUMMAEY OF THE TABLES
“V
Table I
('oiurnn 1. The number of villages in the sub-division of
Nattore, district of Rajshahi is 485.
Column 2. The number of families in 485 villages is —
Hindu families ... 10,095
Musalman families ... 19,933
Column 3. The number of individuals above 14 years of age
in 30,028 families is —
}
30,028
Males
Females
59,500
61,428 )
120,928
('olumn 4. The number of individuals between 14 and 5 years
of age in 30,028 families is —
Males
Females
22,637 'i
16,792 )
39,429
Column 5. The number of individuals below 5 years of age
in 30,628 families is —
Males
Females
18,442
16,497 ]
34,939
The number of individuals of all ages in 30,028 families is —
Males
Females
... 100,579 1
... 94,717 ]
195,296
The average number of inhabitants in each of 30,028
families is 6’ 503.
The proportion of males above 14 years to females of the
same age is as 1000 to 1032’4.
204
STATE OF EDUCATION IN BENGAL
The proportion of males between 14 and 5 years to females
of the same age is as 1000 to 741*79.
The proportion of males below 5 females of the
same age is as 1000 to 894*5.
The proportion of males of all ages to females of all ages
is as 1000 to 94T7. ;
The proportion of the population above 14 and below 5 to
the population between 14 and 5; th^t is, the pro-
portion of those whom either infancy 0r mature age*
prevents from going to school to those who Jire of
the school -going age, is as 1(K>0 to 252*0.
The average number of individuals in each family being
6*503, and the numbe^r of Hindu families being
10,095, the estimated number of Hindus in Nallorr
is 65,655*8.
The average number of individuals in each family being
6*503, and the number of Mahomedan families
being 19,093, the estimated numbeu’ of Musalmans
in Nattore is 129,640*1.
The proportion of Mahomedans to Hindus in Nattore is
thus as 1000 to 506*4.
Column 6, The number of Indigenous Elenioitary Schools in
485 villages is —
Hindu Schools ... 27
Musalman Schools ... )
Column 7. The number of Indigenous SchcK)ls of Learning
in 485 villages is —
38
Hindu Schools
Musalman Schools
STATE OF EDUOATION IN BENGAL
205
Polumn 8. The number of families in which the children
receive occasional instruction in reading and writ-
ing from parents or friend is —
Hindu Families ... 1,277 ^ ^
Musalman Families ... 311 j
i‘(){um 7 i 9. The number of learned men exclusive of those who
teach in st-hools of learning is —
Hindus ... 87 ^ ^
Musalman ... 1 )
Coulmn 10. The number of persons above 14 years of age, who
have received a degree of instruction superior to
mere reading and writing, but who are not included
in the number of the learned, is 3,255.
f'ouhnn 11. The number of persons above 14 years of age, who
can cither sign their names or* read imperfectly,
or who can do both, but who are not included in
the number of the better-instructed, is 2,842.
i (U)uhnn 12. The number of Native Medical Practitioners is —
I Hindu Practitioners ... 89
Musalman Practitioners 34
(’nlimin 13. Till' number of Village Doctors is 205.
('oJunni 14. The number of Small-pox Jnoculators is 21
Table II
^^olumn 1. The number of Indigenous Elementary Schools in
485 villages in Nattore is 27.
(\)lumn 2. The average age of the teachers of 27 Indigenous
Elementary Schools is about 37^ years.
, Column 3. The number of scholars in 27 Indigenous Element-
1 ary Schools is 262,
[
\ The average number of Scholars in each of 27 Indigenous
Elementary Schools is 9*70,
206 STATE OF EDUCATION IN BENGAL
Column 4. The average age of admission in the above 27
schools is about 8 years.
Column 5. The average age at which the scholars leave 26 of
the above schools is about 14 years.
Column 6. The average remuneration of the teachers of 17 of
the above schools (omitting 10 whose instructions
are gratuitous or whose emolurnentsl are so uncer-
tain and fluctuating as not to be \estimated) is
about five rupees, eight annas (Ks. 5-8) per month
There being 1 ,588 families in which the children receive
elementary instruction at home, allowing IJ to
each or 2,882 in all, the proportion of those who
receive elementary instruction at home to those
who receive it at school is a^ 1000 to 109-99.
The proportion of those belonging to the male population
between 14 and 5 years who do not receive any
kind or degree of instruction in letters, to those of
the same class and age who receive elementary
instruction either at home or at school, is as
1000 to 132-2.
Table III
Column 7. The number of Indigenous Schools of Hindu
Learning in 485 villages in Nattore is 38.
Column 2. The average age of 39 teachers of 38 Indigenous
Schools of Hindu Learning is about 47 years.
Column 3. In 37 Indigenous Schools of Hindu Learning
(omitting one which has just been opened) the
number of students who are natives of the villages
in which the schools are situated, and who receive
only gratuitous instruction from the teachers, is
136.
6TATE OP EDUCATION IN BENGAL
207
Column 4. In 37 Indigenous Schools of Hindu Learning
(omitting one which has just been opened) the
number of students who are natives of other
villages than those in which the schools are
situated, and who receive from the teachers food
and lodging as well as instruction, is 261.
The total number of students in 37 Indigenous Schools of
Hindu Learning is 397.
The average number of students in each of 37 Indigenous
Schools of Hindu Learning is 10*6.
(Column 5. In 35 Schools of Hindu Learning (omitting three
respecting which the necessary information could
not be satisfactorily ascertained) the average age
at which the course of study is begun, is 11.
Column 6. In 35 Schools of Hindu Learning (omitting three as
above) the average age at which the course of
study is completed is 27.
Column 7. In 35 Schools of Hindu Learning (omitting three
as above) the average period occupied in prosecut-
ing a complete course of study is 16 years.
Column 8. The average cost of 19 school-houses is about 25
rupees.
Column 9. The average estimated monthly value of presents
made to each of 33 teachers of Schools of Hindu
Learning on formal public occasions is about
13 rupees.
Column 10. The average estimated monthly value of presents
made to the students of each of 32 schools of
Hindu Learning is less than 2 rupees.
Column 11. In 31 Schools of Hindu Learning the average esti-
mated cost of the materials, viz., paper, ink, ochre,
aoB
STAl^ OF ^EDUCATION IN AENOAL
and oil expended by a single student in copying
the books or parts of books read during an entire
course of study, is about 20 rupees.
Assuming that the 39 teachers of Hindu Learning, the 88
learned men who are not teachers, the 397 students of Hindu
Learning, the 3,255 persons w^ho have received a degree of
instruction superior to mere reading and writing, and the 2,342
who can merely sign their names or read imperfelctly, in all
6,121 individuals, constitute the whole of the insmicted male
adult population of Nattore; then the proportion of the unin-
structed to the insiructed male adult population or Nattore is
as 1000 to 114-6.
THIRD REPORT
ON THE
STATE OF EDUCATION IN BENGAL
1838
INCIjUDING some account of the state of education in
BEHAll, AND A CON8I UEKATION OF THE MEANS ADAPTED TO
THE IMPKOVEMENT AND EXTENSION OF PUBLIC INSTRUC-
TION IN BOTH PROVINCES.
“ The disposition to maintain and the skill to improve are the two ele-
ments the union of which forms the great slatesman.” — Burke.
" No system for any part of the municipal administration ” (of India)
" <’an ever answer that is not drawn from its ancient institutions or assimi
lilted with them ” — Sir Thomas Munro.
Education in Bengal and Behar
I have now arrived at that stage of the inquiry into native
education that enables me to submit a final Report of my
labouns, and I proceed, for the information of Government, to
discharge this duty. This Report will embrace, first, a view of
the statistical results of the investigation ; and second, a consi-
deration of the means adapted to the improvement and extension
of public instruction.
210
STATE OF EDUCATION IN BENGAL
CHAPTEE I
Statistics of Education in the District and City op Moorshe-
DABAD ; IN THE DISTRICTS OF BeERBHOOM, BURDWAN, AND
Midnapore in Bengal; and in the Districts of South
J3ehar and Tirhoot in Behar.
In this Chapter it will be my object to present a view of the
state of instruction in the different localities I hjave visited.
For this purpose, instead of burthening this Report with long
and numerous tabular statements which few would rpad, I have
endeavoured to abridge the records that have accufpulated on
my hands, and to exhibit in a concise narrative form the princi-
pal information they contain. I hope in this way to convey a
distinct impression of the existing state of native instruction ;
and the records and the tables which 1 have prepared or caused
to be prepared in the F]ngliah and native langujiges may at any
time be produced, if required, in support of the conclusions
founded on them. Some notice of the origin and progress of the
inquiry, of the dates at which the respective localities were
visited, and of the plans of investigation adopted, is necessary
to show the periods to which the inf on nation relates, the advan-
tages or disadvantages under which it was collected, and the
extent to which it may be entitled to confidence.
Section I — Progress of the Inquiry
I was originally apfiointed by J^)rd William Bcntinck s
government to conduct inquiries into the state of native educa-
tion in Bengal only ; and I subsequently received authority from
the present Government to extend them into the province of
Behar. In Bengal, the districts that have been visited are those
of Rajshahi, Moorshedabad, Bcerbhoom, and Burdwan : and in
Behar, those of South Behar, and Tirhoot.
My appointment by the Governor General in Council is
dated 22nd January, 1835, placing me under the orderfe of the
General Committee of Public Instruction, whose instructions
I received dated 7th March. On the 8th of April, I obtained the
STATi OF KDtJOATION IKf BENGAL
211
authority of the Committee, before proceeding into the interior
of the country, to report the amount of information possessed in
existing publications and othcial documents on the subject of
native education in Bengal, and such a Report was accordingly
submitted to the Committee on the 1st of July following, and
afterwards printed by the order of Government.
In prosecution of the further instructions of the Committee,
I proceeded in the early part of July to the district of Rajshahi,
and remained there till the end of October, but it was only
during the month of August and a part of September that the
season of the year permitted me to pursue my investigations.
During the remaining part of September and the month of
October I prepared a Report on the State of Education in
Rajshahi, which was transmitted to the General Committee in
December, and subsequently printed by the order of Govern-
ment.
Since leaving Rajshahi I have not found leisure to make any
other Report, and, with the ex(*eption of that district, tlierefore,
the present Report includes all the localities I have visited.
The months of November and December, 1835 were employed in
the Moorsliedabad district, January and February, 1836 in the
district of Beerblioom, and March and April following in that of
JSurdwan During the months of May and June, I was employ-
ed, by the orders of Government, on another duty in Calcutta,
but was directed to resume my educational survey in July and
August. These two months were devoted to the city of
Moorshedabad which, at the time 1 visited the district of that
name, had been reserved for future investigation. Returning to
Calc.utta in the beginning of September, I was detained there by
the other duty already referred to until the end of January,
1837, when I received orders to proceed into Behar in prosecution
of the inquiry into native education, and to limit my investiga-
tions to two districts, one situated to the south and the other to
the north of the Ganges, as samples of the province. I was
accordingly occupied in this duty in the Gya district or South
Behar during the months of February, March, and a part of
April; and in the Tirhoot district or North Behar during the
months of May and June, when I returned to Calcutta to arrange
the materials 1 had collected and prepare the present Beport.
212
Sl'ATE OF EDUCATION IN BENGAL
It thus appears that 1 have been engaged for an aggregate
period of about fifteen or sixteen months, in all seasons of the
year, in the actual business of local inquiry, during which the
state of native education in seven separate localities, or six dis-
tricts and one principal city, has been investigated.
T have great pleasure in adding that 1 have been enabled by
Mr. O. W. Male!, late Acting Joint Magistrate of the district of
Midnapore, to communicate various details respectjng the state
of native education in that district. That gentleman, appreciat-
ing the utility of such inquiries, in March, 1836, of his own
accord, instituted an investigation into the state of education in
the Midnapore district, and communicated the results to me,
which will be embodied- in this lleport with this general ac-
knowledgment of the source from which they have been derived.
1 have still further pleasure in acknowledging the ready and
obliging assistance 1 received from the Magistrates of the differ-
ent districts 1 visited, particularly from Mr. Bury and Mr.
Dirom in Bajshahi, Mr. W. J. H. Money in Beerbhoom, Mr. W.
Tayler in Burdwan, and Mr. Wilkinson in Tirhoot.
Section II — Plan of Investigation
Some account of the plan of investigation adopted may be
useful to future statistical inquirers, and it is necessary to ex-
plain the sources of error to which I deem the results still liable.
The first object to which I directed my attention was to
prepare the forms in which 1 desired to embody the information
to be collected ; and in passing from district to district I conti-
nued to improve them according as experience, reflection, or
local circumstances suggested.
The language in which the forms were prepared was Bengali,
Hindi, or Urdu, and the character respectively Bengali, Nagari,
or Persian, determined in part by the prevailing language and
character of the district where they were to be used, and in part
by the attainments of the class of persons in each district who
offered their services to me. In the Bengal districts Bengali was
chiefly used, but in the city of Moorshedabad I found it necessary
to have recourse partially to the Urdu language and Persian
. character. In South Behar I deemed it advisable to employ the
STATE OF EDUCATION IN BENGAL
213
Hindi language and the Nagari character, and in Tirhoot the
Urdu language and the Persian character, I believe that in the
latter districts I should have experienced fewer difficulties if I
had adopted both the Persian language and (diaraeter, for those
of my agents who were acquainted with Hindi only, although
very steady and industrious, were peculiarly obtuse and unintelli-
gent, and those who understood Persian were continually diver-
ging into the use of that language in their w(‘pkly reports of
work done, although this was contrary to my express injunc-
tions.
The forms I prepared were adapted to ascertain — ^first, the
state of school-instruction; and second, the state of domestic and
adult instruction. For the former purpose a separate form was
(an ployed for each descaaption of school, one for Bengali or Hindi
srdiools, another for Sanscrit schools, a third for Persian and
Arabic schools, Sio., each embracing with modifications the fol-
lowing details, viz., tlie name of the towm or village in wliieh the
school was situated; the description of place (‘mployed as a
sidiool-hoiise ; the name, religion, caste, and agf^- of the teacher;
the sources and amount of lus receipts; the extent of his ins-
1 ructions; the number of his scholars, present and absent; their
religion and caste ; the age at which each had entered school, his
present age, the probable age at which he would leave school,
and the progress he had made in the course of instruction ; and
finally the books, if any, read in the school, and the works, if
any, written by the teacher. To ascertain the state of domestic
and adult instruction, another form was prepared including the
following particulars, viz., the number of families in each town
^>r village; the name, religion, caste, and principal occupation
of the head of each family ; the number of persons in each family,
male and female, above fourteen years of age, the number, male
and female, between fourteen and five, and the number, male
and female, below five ; the number of families in each town or
village giving domestic instruction to the children, and the num-
l)or of children in each such family receiving domestic instruc-
tion; the number of persons of adult age in each family who
had received a learned education; the number who, without
having received a learned education, knew something more than
mere reading and writing, whether Bengali or Hindi accounts,
the Persian or the English language, or any two or more of
214
STATE OF EDUCATION IN BENGAL
these ; the number who could merely read and write ; and the
number who could barely decipher or write their own names.
Having prepared the necessary forms, my first purpose was
to visit every village in person and ascertain its exact condition
by actual inspection and inquiry in direct communication with
the inhabitants. This course I found liable to several objections.
The sudden appearance of a European in a village often inspired
terror, which it was always difficult, and sometimes impossible,
to subdue. The most influential or the best informed inhabitant
was sometimes absent, and it required much labour to enable
others to comprehend the object of my visit. Under the most
favourable circumstances the time consumed in explanations for
the satisfaction of the villagers caused such delays as would have
ultimately constituted a serious objection to the efficiency and
(jconomy of the investigation.
The first measure adopted to facilitate and expedite the in-
quiry was the employment of waqifkars, or agents of intelligence
and local experience, whom I sent before-hand into the surround-
ing villages to explain to the inhabitants the nature and objects
of the inquiry, and thus to prepare them for my arrival. These
agents were furnished with written forms which were fully ex-
plained to them, and which they were required in like manner
to explain to those to whom they were sent. The effect of this
arrangement was good, for 1 often found the inhabitants fully
prepared to understand my object and to give me the informa-
tion I sought.
Still the necessity I imposed on myself of visiting every
village in person was a great drawback on the despatch with
which I was desirous of conducting the investigation, in so far
as that object could be attained consistently with efficiency. It
next occurred to me that my pandit and mania vi, whom I had
hitherto employed merely as assistants under my own eye, and
the waqifkars, who had hitherto acted only as avant-couriers,
might be sent separately to different villages, or groups of
villages, with the necessary forms to collect the information re-
quired, while I should exercise a general superintendence and
control over their movements, and they should at fixed intervals
report their proceedings to me. This was accordingly done, and
thus increased vigour was infused into the operations,
STATS OF EDUCATION IN DENOAL
216
Up to this point the forms I had employed were very
imperfect, and a useful improvement of them was suggested by
the people themselves I found that while some were very
(‘areless about the correctness of the information they gave me,
others were so desirous of securing accuracy and giving me
satisfaction, that they made out a list of every house in the
village, with the name of the head of each family and the num-
ber of its inmates of different ages I took the hint, and thence-
forth requested that such a list should be made out in all cases,
with the addition of the caste and trade of the family and other
details already mentioned. The particularity and minuteness of
the forms constitute an important guard against mistake and
error on the part of the agents employed, since the multiplica-
tion of details is the multiplication of the means of comparison
and thereby of the means of checking oversight, culpable neglect,
or intentional misrepresentation. It would be more difficult to
invent such returns in any consistent form capable of bearing
examination than honestly and diligently search out and record
the real facts.
These were the modes of investigation I employed in the
district of Rajshahi, of which the results have already been
reported; and all that I was able to effect from the end of July
to the middle of September in that district was almost wholly
limited to one out of thirteen police sub-divisions. This was
not equal to my own wishes and expectations, and yet I felt that
I had done all that could be reasonably expected of me, having
kept myself constantly in motion in the height of the rainy
season in an inundated district. I immediately brought to the
notice of the General Committee of Public Instruction the un-
avoidably limited local extent to which the inquiry had been
curried, and in soliciting further instructions proposed that
I should be authorized in like manner in every district 1 should
visit to select one police sub-division as a sample of the whol(‘,
district. This limitation was approved and sanctioned.
I next moved into the adjoining district of Moonshedabad ;
and as my attention was to be confined to one thana, it was im-
portant to select one that would form a fair specimen of the whole
district. With that view, on the recommendation of those natives
and Europeans who appeared to possess the best acquaintance
with the interior of the district, I fixed upon the police
216
STATE OF EDUCATION IN BBNOAI
sub-division of Daulatbazar for examination. The most improved
mode of investigation to which I had attained in Rajshahi, in
respect both of the agents and forms employed, was applied to
this thana ; but the result disappointed me, for I found at the
close of the inquiry that there was not a single Sanscrit or Arabic
School in the Daulatbazar thana, although the existence of such
institutions in the district was undoubted.
The next district T visited was that of Beerbhoom, and there
I adopted a modification of the plan of investigation which spread
the inquiry over a much wider surface in an equal period of
time, and with equal security for accuracy of detpil. In Raj-
shahi and Moorshedabad, with the sanction of the dfeneral Com-
mittee, I had limited my investigations to one thana in each
district; but it now o('curred to me that, as I employed agents in
that single thana under my own superintendence in collecting
information according to pn^scribed forms, this plan admitted of
simultaneous extension to the other thanas of the same district.
Accordingly, having selected one thana as before for special in-
vestigation, the results of which would fulfil the instructions T
had received from the Oeneral Committee, I extended a more
limited survey by means of -separate agents over all the remain-
ing thanas. The difference was that in the latter the inquiry
was confined to the state of school-instruction, whereas in the
selected thana it embraced also the state of domestic and adulf
instruction. For the special and more minute investigation of
the selected thana, four, five, and sometimes six agents were
employed ; and for the more limited survey of the remaining
thanas, one agent each was found sufficient. I did not deem if
necessary to refer this modification of my plans to the General
Committee for their approval, because no part of their instruc-
tions was superseded, and the modification consisted only in the
additional labour and expense which I imposed on myself. The
result was highly satisfactory, for it enabled me to pronounce
with confidence on the state of school-instruction not in one
thana only, but throughout all the thanas of a district. This
extended and comprehensive course of investigation has been
pursued in Beerbhoom and Burdwan, South Behar and Tirhoot.
In the city of Moorshedabad the plan of investigation was made
still more comprehensive, the special and minute inquiry into
the state both of school-instruction and domestic and ad\ilt
STATfi OF BDUOATION IN BENGAL
2!7
instruction having been extended to all the nineteen thanae
included within the city jurisdiction.
With the exception of four or five waqifkars whom I permit*
led to accompany me from district to district, and whose
superior intelligence compensated in some measure for the want
of local experience in the districts where they were strangens, I
had to instruct a separate set of persons in each district in a
knowledge of my forma of business and modes of investigation.
Tliose whom I employed generally belonged to the class of office-
expectants, numerous at every sudder station. Their objections
to take employment were the smallness of the allowance I offer-
rd, generally seven and sometimes eight rupees a month; the
dioHness of the period allowed to do the work of one thana, viz.,
one month : and the severity of the labour in travelling from
\illage to village, which was particularly felt in the rainy and
liot seasons. The inducements 1 presented were tlie payment of
li.alf M inontirs wages in arlvama*; an ample supply of stationery
al in\ exi)ens('; the pi'<'niis(' nl’ Iravidling e\p(Uises if the work
was well done; every facility in tlie way of perwannahs from the
\Jagistj'ate ; and the assurance, if satisfaction was given, of re-
rtuviiig a lestinioniiil of character and service which the Magis-
trate had sometimes the goodness to iutimaie he M^ould take into
favourable consideration when occasion should occur. The
promise of this bit of paper, the testimonial, especially when
.U‘comj)anied by an expression of the Magistrate’s good feeling
Inwards tlic ohje(‘t, and those who should aid it, generally
r(anoved all objections. Those who acceded to my terms, and
whose general intelligence created a favourable impression in my
mind, received copies of the tabular forms I employed, which
they were directed to read with care and to copy correctly with
their own hands. Rvery separate column was then explained to
each (‘andidate by my pandit, who, having pronounced him
sufficiently instructed and qualified, brought him to me for
examination. Generally I had occasion to confirm the decision
of the pandit, sometimes to send the candidate back for further
instruction, and occasionally to reject him altogether for stupidity
and ignorance. Those who were finally approved always claimed
and received a letter of appointment specifying their duties and
their compensation, to which I added a warning against making
any exaction or committing any oppression on the humW^r
17— 1826B
218
STATE OP EDUCATION IN BENGAL
classes of natives and an order to report progress weekly accord-
ing to a prescribed form. They also received a perwannah ad-
dressed to the Darogha of the thana by the Magistrate requiring
him to assist the waqifkars, and another from the same autho-
rity addressed to zemindars, talookdars, &c., requesting similar
assistance. The waqifkars finally received ruled forms as models
of those in which they were expected to make their returns, and
they were then dismissed with every necessary verbjal admonition
and encouragement. During their absence a regujlar correspon-
dence was maintained with each person ; and wh^ difficulties
arose they were removed by advice or orders communicated by
letter, or by personal supervision according to the nature of the
case. When the waqifkars returned, their papers were minutely
inspected ; and if such discrepancies and inconsistencies were
discovered as implied negligence, another person was sent to go
over the same ground. When the returns made appeared
satisfactory, a correct copy of them was made ret^ord, of which
I prepared a very full abstract in English to provide against
possible ac(ddent to the native returns. Die payments due to
the agents employed were made in my presence and into their
own hands.
One source of error to which the results are liable is in-
separable from the nature of the investigation. I was instructed
that the only mode in which the desired information should be
sought must be with the full consent and good will of the parties
with whom I might come into communication, and that the
employment of authoritative or compulsory means was to be
avoided. I was fully disposed to act up to these instructions,
which were indeed given at my own suggestion and were dictated
by the obvious spirit and intent of the inquiry. Adherence to
them, however, made me and my agents dependent on third
parties for the correctness of certain details ; for instance, the
number of persons, male and female, of the teachable age in a
family. It was, of course, not permitted to enter the houses and
count the females or the children, and on these and similar points
the etatements of heads of families and of the headmen of
villages were necessarily received ; but in such cases there was
generally a check against inaccuracy by the presence of many of
the villagers whose curiosity drew them together to listen, and
who often corrected each other in the answers that were mad^
STATE OP EDUCATION IN BENGAL
2W
Notwithstanding this partial check, the discrepancy in the re-
turns of males and females between fourteen and five years of
uge, that is, the much less number of females than of males of
that age, seems to prove that concealment was systematically
practised. I cannot adequately account in any other way for the
difference that exist in the returns, and which will afterwards
more fully appear.
Another source of error belongs to the plan of employing
agents under me to collect information. I have already explain-
ed how I was induced to adopt this plan ; and I am satisfied that
by means of it the inquiry has been made far more extensive in
its scope, and probably even more complete and accurate in its
details, than if 1 had attempted to see every thing with my own
(‘ves and do every thing with my own hands. The efficiency of
sucdi agency must depend on the efficiency of the supervision to
which it is subjected ; but although I laboured to render my
superintend(mc(‘. vigilant and searching, and although 1 believe
that the returns I re(ieive are in general worthy of confidence as
far as they go, yet I have no security that they are not defective.
In traversing a district, my agents could not visit all the villages
it contained, amounting to several thousands. This was physi-
cally impossible without protracting the inquiry beyond all reason-
able limits. They were, therefore, compelled to depend either
upon their personal knowledge, or upon the information that
could be gathered from others as to the places possessing schools,
civcry one of which was invariably visited and examined ; but
that in no instance a village-institution has been overlooked is
niore than I dare affirm, and in point of fact I have sometimes
discovered instances in which such institutions had at first es-
caped attention. I have thought it right to show that this
source of error did exist ; but I believe that such oversights still
remaining undetected are, if any, very few.
In undertaking and conducting this inquiry, a danger which
1 have kept constantly in view, is lest the agents and servants
whom I have found it necessary to employ should be guilty of
levying exactions in my name from the villagers. I, therefore,
from the first had it fully undrestood by all whom I permanently
or temporarily employed, that if I could discover any of them,
from the highest to the lowest, in any act of oppression, violence
of deed or of language, or assumption of authority over the
S20 STATE OF EDUCATION IN BENGAL
villagers, I should instantly dismiss him from his situation. In
consequence of this intimation, some of my servants stipulated
for an increase of wages beyond what they had previously de-
manded. This claim I allowed, conceiving tliat T had a stronger
hold upon them than upon others who were not so open and
candid. The occasions have been very few on which T have had
any reason to believe that oppression was attempted or exer-
cised, and on such occ'asions the guilty parties were instantly
displaced.
The rich were more difficult to manage than the poor, some-
times for purposes of tlieir own grovelling to th^ dust before
me ; at other times superciliously refusing all (*ommhnication and
demanding that a separate perwannah should be addressed to
them individually before thev would give' or permit their depen-
dants to give any of the information required. Tim difficultv
from the selfishness and self-sufficiency of the rich was only
greater than that arising from llu' extrenie ignorance of the poor.
Many villages did not contain a «ingl(‘ ptu’son al)l(‘ <o write, or
even to count; and in such (*as(‘s all Ihe information liad to be
collected di7V(*t from house lo house willi wry little aid from the
villagers thcmsfdves. On one oc'casion T ex])erionce<l open and
pertinacious opposition from a single individual, a (rovernmont
gomashta, who influenced a cii’cle of villages by his authority ;
and when his objections were removed, those of the villagers also
disappeared. On other occasions teachers both of common
schools and schools of learning, from some misapprehension, have
concealed themselves to escape the dreaded inquisition. On the
other hand, I have had a message sent to me from a village, the
inhabitants of which understood that T did not intend to visit
them personally, requesting that I would not pass them by ; and
two pandits followed me to Calcutta from the Burdwan district
to communicate the details respecting their schools, of which
when in the district itself T bad not been able to find any trace.
Generally, wherever the object of the inquiry has been under-
stood, the disposition of the people has been friendly.
It is only the recollection of this object that will give any
interest to the dry and minute details on which T am now about
to enter. The object is to improve and extend public instruction ;
and the first step towards this object is to know, with all attain-
able accuracy, the present state of instruction in native
StATjjJ OF FDtJOATIOK IN BENGAt
m
institutions and in native society. The instructions given by the
French Government with a series of statistical questions address-
ed to its diplomatic and consular agents furnish both a useful
j^uide and a just criterion of such inquiries: — “ Le principal
nitrite des experiences consiste dans la precision; et si Testime
attaches a un travail est un premier encouragement & Texecuter,
vous devez etre persuades que le Gouvernment attache un grand
])rix e celui dont vous etes charges; qu’il en commit les obstacles,
les difiicultes ; et qu’il sait d’avance, que telle reponse en deux
lignes vous aura coute souvent un mois de reclierchcs; mais ces
deux lignes seront une verite, et une verite est un don eternel a
rhumanite.”* In the spirit of these views 1 have sought to
contribute some facts illustrative of the moral and intellectual
condition of a branch of the human family ; and in the prosecu-
tion of this purpose, I have endeavoured to keep constantly
present to my own mind, to the minds of my native assistants,
and to the minds of all with whom I have come into communi-
cation on the subject, the necessity of that rigid and undeviating
adherence to accuracy of detail which can alone give to alleged
facts the sacred and salutary character of truths.
Section III — Distkjct of Midnapoue
The information respecting this district communicated by
Air. Aialct is contained in tables framed differently from those
which 1 em}>lo\ccl, and to jaevent confusion all the details derived
from tliis source will be includt^d in the y)resent Section.
Mr. Malet states that the tables may, to the best of his belief,
be depended on as correcd, having been drawn out by the
different daroghas when under his orders as Acting Joint Magis-
trate. Like those which I have myself prepared, they are too
voluminous to be embodied entire in this Beport; but the
following abstract shows the number of Bengali, Ooriya, Persian,
and English schools found in each thana and in the whole
district.
* See Hemso's Theeric dc la Statisfcique, p. 78.
STATE OF EDUCATION' iN BENGfAL
Thanai
Bengali
Ooriya
Persian
Bnglish
1.
Midnapore
61
10
1
2.
Kasseegunge
<8
jS
D
8
K«lmee;ole
121
0
4.
GurhBettah
41
1
6.
Tumlook
33
i
4
6.
Muslundpore
1
i
1
7.
Kadoryea
...
32
1
8.
Sautpattee
17
9.
Sildah
16
^ "o
10.
Pultaspore
4
2:t
3
11.
Mohespore
23
12.
Dynniaree
21
37
4
13.
Pertabpore
.‘>9
7
14.
finbnng
108
19
7
16.
Bymorhbandar
12
10.
Sirsflh
18
!'.
17.
Cbntrepal
22
Totdl
182
1
49
_
1
The total number of Bengali, Ooriya, and Persian soliools
is tluis asrertained to be 778 ; and the proportion of each is
also shown. The average number of schools in each thana is
45*7. Each school has a single teacdier attached to it ; there docs
not appear to be any instance in which two teachers are employ-
ed in tlie same school. The receipts of the teachers vary from
one to seven or eight rupees per month, and tlic average of
receipts by tlic whole body of teachers is rupees 1-12-10. The
total number of scholars is 10,120, of whom 9,819 arc Hindus,
and 310 Musalmans, the average number of scholars in each
school being thus 13*02.
In the English school both English and Bengali are taught,
and it is supported by voluntary contributions from the European
and native gentlemen of Midnapore. The teacher receives a
monthly salary of 50 rupees, and each scholar pays a monthly
fee of one rupee. The number of scholars is 42, of whom 34 an*
Hindus, 6 Christians, and 2 Mahomedans. In one of the
highest classes Christian books are read, it being optional with
the scholars to enter it or not.
STATE OF EDUCATION IN BENGAL
22S
Section IV. — Number and distribution of schools in the city
AND district OF Moorbhbdabad; and in the districts of
Bberbhoom, Burdwan, South Bbhae, and Tirhoot.
The following tables show at one view the different classes
of institutions found to exist in each locality 1 have visited; the
total number of each class in each district, and the distribution
of that number in the different thanas or police divisions: —
City and district of Moorshedabad
Thanas
Bengali
Hindi I
o
B
P
A
OQ
Persian
Arabic
A
UD
'Hb
a
W
j*
5
1.
2.
Pul Hassanullah Khan
Hajabazar
1
1
...
...
3.
Shahna^ar
1
...
1
I
...
...
4.
Gunditala
...
...
6.
Mabajantoli
2
6.
Neugta khali
1
...
...
...
7,
Manulia Bazar
2
3
1
...
8.
Mahiniapur
2
2
4
9.
Asanpura
1
1
3
10.
Bajbari
3
11.
Kalikapar
6
6
1
1
...
12.
Kasimbrizar
...
1
1
13.
Rauiswar
1
14.
Berhampore
16.
Garh Berhonipiir
2
2
16.
Akhra Ram Saliai
G
...
...
17.
Sujagnnge
11
..
10
”4
”’2
1
18.
Jan Mohammadpur ...
2
19.
Mura Gaonwar
1
20.
Daulatbazar
23
* '2
Total
62
6
24
17
1 ^
2
1
The city and district of Moorshedabad contain in all thirty-
seven thanas, of which nineteen belong to the city juris- ^
diction and eighteen to the district. I have already mentioned
that, when I first visited the district, I limited my attention to
one thana, that of Daulatbazar, or No. 20 of the above table ; and
it was on the occasion of rny second visit that I extended my
224
STATE OF EDUCATION IN EElifOAiL
inquiries on the most comprehensive plan to the remaining nine-
teen thanas of the table embracing the whole of the city juris-
diction. Of these nineteen, the first ten, viz., eight on the
eastern and two on the western side of the Bhagirathi, are said
to constitute the old city of Aloorshedabad, or the city properly
so called; and, in point of fact, several of the thanas included in
the city jurisdiction arc in every just sense Mofussil thanas, con-
taining only small and scattered villages and interspersed with
cultivated fields, jungle, and morass, 'fhe table shows the dis-
tribution of schools to be very unequal. Of the above twenty
thanas there are four without any institution of education whatso-
ever; four others in each of which there is only one vernacular
school; and two others in each of which there is only one verna-
cular school; and two others in which there are a Persian and an
Arabic school, or a Sanscrit and a Persian one, but ho vernacular
school at all. In twenty thanas the total number of schools of
every desc-ription is 118, averaging 5*0 to each thana.
District of Becrblioom
Thanas
Bengali
Hindi
'C
p
ce
(fj
a
.2
’5»
PL,
Arabic
English
Uk
5
1 .
Nanjjlia
;’0
• 1
1
2.
KbarbBDti ...
1
4
a.
Dergbiir
()
i)
4.
Shuhana
10
1
4
6.
Sokalynpur
’ 0
1
6.
Uparbaoda
2
8
2
7.
Baroan
2‘i
1
2
8.
Afzalpur
M7
2
1
9.
Kalabatj
In
1
12
1
1
10.
Sirri
1:7
10
11
11.
Bbaratpur ...
.‘J4
7
5
12.
Maynresbwar
7
13.
Ketwgram .
21
1.*)
0
I
14.
Kasha
34
0
5
15.
Labbpur
27
7
16.
KrisbDanagar
22
2
17.
DuDigram ...
7
Total
407
6
.
50
71
2
2
1
SrlC'ATII OF SDUGAtlON IN BEN.GAi4
226
The Beerbhoom district was the first to which the compre-
hensive plan of investigation was applied, and the total number
of schools of every description in the district is 544, averaging
132 to each thana. There are three thanus in which vernacular
schools only are found without any institutions of Hindu or
Mahomedan learning ; and in those three thanas the number
oven of vernacular schools is considerably less than in the'
majority of the remaining thanas, where scjliools of learning,
in greater or less number, are ascertained to exist.
District of Burdvvan
Thanas
«
cuo
a
M
a
a
*5
u*
ed
a
CO
o <!
a> o
re
"Sb
to
00
a
3
&
CO
CO
Q>
On
s
a
h-i
1.
Culna
78
37
6
1
1
1
2.
Porbasthal
83
18
8
3.
Ganguiija
16
7
1
i
...
4.
Pajana
72
14
10
2
5.
Selimaha<i
66
8
2
().
Indaa
43
6
B
3
7.
Mantrfshwar
13
6
9
8.
BalkriBbca
26
25
12
0.
Pctna
53
12
9
... 1
10.
Cutwa
31
13
1
11.
Bur^wan
37
tj
10
1
3
2
2
i
12.
Mangalkot
15
lO
4
13.
Aiifspram
91
32
19
... j
Total
629
190
i
93
3
1
8
4
1 i
These thirteen thanas include the whole of the dietrict
which contains in all 931 schools of every class, averaging to
each thana 71-6. There is no thana without both vernacular
schools and schools of Hindu learning, and the number of each
is greater than in any of the other districts I have visited.
StATU OF EDUCATION IN BENGAL
District of South Behar
Tbanas
Hindi
Sanacrit
Persian
Arabic
Englisb
1.
Jehanabad
62
2
S3
6
2.
Sbebergbati
13
29
3.
Daudoagar
10
7
28
4.
AuruDgabad
7
8
23
5.
Arwal
17
1
16
1
6.
Nabinagar
13
22
7.
Bebar
12
‘‘l
37
1 2 '
8.
Nawabada
41
4
26
f
9.
Saliebgunge
121
9
70
\ 4
1
Total
28'
27
279
12
1
The total number of schools in the district is 605, averaging
to each thana 67*2. The increase of Persian schools, nearly
equalling the number of Hindi schools and accompanied by an
increased number of schools of Arabic learning, is the fact which
most arrests attention in this when compared with the preceding
tables.
District of Tirhoot
Than as
Hindi
Sanscrit
Persian
Arabic
1.
Bhawara
5
7
1
2.
Babera
3
3
4
3.
Moziifferpiir
67
1
4
Kiirnanl
4
2
7
n.
Lalgunge
7
27
6.
Madbaipur
4
1
7.
Supaul
5
7
6
8.
Jala
1
2
2
0.
Kbanjauli
3
3
1
10.
Hajipur
10
3
16
11.
Mohna
1
5
22
12.
Nagarbasi
8
2
3
13.
Dulsingb Serai ..
7
H
14.
Darbbanga
14
”7
45
’3
16.
Eatra
2
2
9
16.
Riga
13
9
Total ...
80
66
1
284
4
mTl OF EOUCATlOl^ IK BBNaAL
227
The total number of schools in the district is 874, averaging
to each thana 23*3. The very small number of Hindi schools
and the large proportion of Sanscrit and Persian schools deserve
attention. There are two thanas in each of which there is only
one vernacular school, and a third in which not even one is to be
found. It will be seen also that the last-mentioned thana is the
one in which there is the largest number of Sanscrit schools.
Section V —Bengali and Hindi Schools
The preceding general view of the number and classes of
native institutions of education will serve for the purpose of
comparison ; comparison of one district wutli another, and of the
different divisions of the same district. But to understand the
state of native instruction, a more minute consideration of each
class is required; and for that purpose I begin with the verna-
cular schools, because they are upon the whole the most numer-
ous, and because they most directly and most powerfully in-
fluence the character of the people To prevent the repetition
of remarks and statements of general application, I shall assume
that the readers of this report are acquainted with the two
reports by which it has been preceded.
City and District of Moorshedabad.
In 20 thanas of tliis city and district there are 67 vernacular
schools, of which 62 are Bengali and 5 Hindi. The latter are
an effect of the residence of natives of the Western Provinces
in the city. Some of these settle only for temporary purposes
of service and trade, and do not bring their families with them.
Another class consists of those who settle permanently, are
surrounded by their friends and relatives, and generally engage
in the business of shop-keepers, money-lenders, or cloth-mer-
chants, retaining the Hindi language and for the most part the
customs and practices of Western Hindus. It is these perma-
nent settlers that have established Hindi schools for the instruc-
tion of their children.
There are eleven villages, mohallas, or bazars, containing
each two vernacular schools, or twenty-two in all, of which
dtATE OF ISDtJCATIOK IN M^QAL
twenty are Bengali and two Hindi. The remaining forty-five
are found each in a different village or mohalla.
The number of teachers is the same as the number of
scliools, and their average age is 44*3 years. The following list
exhibits the different castes of the Hindu teachers and the num-
ber of each caste; —
Kayastha
... 39
Suvarnabanik
... 1
Brahman
... 14
Kshetriya
... 1
Aguri
... 3
Chhatri
... 1
Sunri
... 2
Sadgop
... 1
Kaivarta
... 2
Ghandal i
... 1
Vaidya
... 1
Jjcsidcs these, there is one Bengali school taught by a
Alusalinan To teach reading, writing, and accounts is consi-
dered the proper duty of the Kayastha or writer-caste, and a
Brahman, a Vaidya, or a Kshetriya, is supposed to degrade him-
self by engaging in such an occupation ; while, on the other
hand, any of the castes inferior to the Kayastha acquire by the
same means ini.*r eased respect. Parents of good caste do not
hesitate to send their children to schools conducted by teachers of
an inferior caste and even of a different religion. For instance,
the Musalman teacher above-mentioned has Hindus of good caste
among lus scholars, and this is equally true of the Ghandal and
other low -caste teachers enumerated.
Of these teacliers there are five who give their instructions
gratuitouslv , of wlioni two are family-priests, one is a weaver,
and anotlier a retail-dealer. One of the priests, although he
receives no fixed pauuent eitlier in tlie form of monthly wages
from the parents, or in the form of fees for each scholar, accepts
at the period of the gre.it annual festival, or Durga Puja, a
present consisting of uncooked rice, pulse, salt, oil, vegetables,
wood, cooking utensils, &c. ; and the weaver, although he does
not exact any fees from his scholars, receives what they offer
him. His school was opened only about a month before 1 visited
the disirict, and he had received within that time ten pice from
the different scholars to aid him in bearing incidental expenses.
By day he works as a weaver for his livelihood, and teaches in
the evening. There are also many cases in which paid teacher
instructs a greater or less number of their scholars gratuitously.
STATE OP EDUCATION IN BENGAL
229
It gives me great pleasure to mention these instances of unosten-
tatious benevolence in the humblest ranks of native society.
They prove both the merit attached to the communication of
knowledge, and the readiness to receive instruction on the part
of many who can offer no compensation for it. A people amongst
whom such dispositions are found presents both good materials
to work upon and good instruments to work with.
The majority of teachers are remunerated for their services
in various ways. Some receive monthly wages which are
generally paid by one person; others monthly fees from each
scholar varying from one to eight annas ; and otliers, with or
without wages or fees, receive perquisites of various kinds, con-
sisting of uncooked food {nhidha) in quantity and value at the
option of the giver, subsistence-money (/v/mra/r/), generally
amounting to two or three annas a month from each scholar, or
to two or three rupees a month from the whole, weekly presents
for making Saturday a lioliday varying from one pi(^e to four pice
a month from each scholar, or presents at the Diirga Puja
(parvani) either in money or clothes vaiying from eiglit annas to
four or five rupees per annum from tlie whole body of scholars.
I’he following enumeration shows the various modes of remu-
neration adopted, and the amount of monthly receipts by all
the teachers of Bengali and Hindi- schools : —
Re. As. P.
2
IVachers
receive*
monthly wages only
. 10
15
0
10
> >
1 1
,, fees only
. B9
4
0
1
,,
t »
perquisites only
0
3
0
18
, ,
, .
fees and perquisite's
. 87
3
3
1
, ,
fees and uncooked food
. T)
11
6
5
» >
> f
fees and subsistenee-
money
. 88
3
0
1
t >
»»
fees and weekly presents ..
2
14
0
4
1 1
f ’
fees and annual presents ..
0
8
0
1
1 1
» »
fees, uncooked food, and
subsistence-money
4
14
0
5
1 f
fees, uncooked food, and
weekly presents
. 24
5
3
2
*}
M
fees, uncooked food, and
annual presents
. 5 n
3
230
STATE OF EDUCATION IN BENOAL
Es. As. P.
5 Teacliers receive fees, subsistence-money,
and annual presents
23
9
9
3
,, fees, weekly presents,
and annual presents
.. 13
3
9
2
,, fees, uncooked food.
weekly presents, and
subsistence-money
. 14
4
3
1
,, fees, uncooked food,
weekly presents, and
annual presents
0 15
0
1
,, fees, uncooked fooci,
annual presents, and
subsistence-money
.. 5
9
3
Tt thus aj)pears that 62 teachers receive in all rupees 297-6-9,
which averages to each teacher rupees 4-12-9 per month.
The school -house is sometimes built at the expense of
the teacher, sometimes at the expense of some comparatively
wealthy person whose son attends school ; sometimes by general
subscription, the teacher contributing a little, the parents a
little, the scholars aiding by their labour, and some bene-
volent person granting a donation of land, of money, or of
rnatei'ials In a majority of instances there is no school-house,
in which case the house of the teacher, a family or village temple,
an out-house of one of the parents, the hut assigned for the
entertainment of travellers, the comer of a shop, the portico Df
a mosque, or the shade of a tree, is employed for that purpose.
In 67 schools the total number of scholars is 1,080, giving to
each school an average of 16*1. The average present age of
1,080 scholars, that is, their average age at the time when the
different schools were visited, was 10-1 years. The average age
of 778 scholars at the time when they entered school was 6*03
years, and their average age at the time when they would pro-
bably leave school was estimated to be 16-5 years. It would
appear from this that they generally pass about ten years at
school.
The total number of Hindu scholars is 998. of whom 18 were
absent at the time the schools were visited ; and the total num-
ber of Muisalman scholars is 82, of whom 4 were absent. The
STATE OF EDUCATION IN BENGAL 231
followiQg is an enumeration of the castes of the Hindu scholars
and of the number belonging to each : —
Brahman
... 181
Kayastha
... 129
Kaivarta
... 96
Suvarnabanik
... 62
Gandhabanik
... 59
Tanti
... 56
Sunri
... 39
Teli
... 36
Mayrk
... 29
Kshetriya
... 26
Kurmi
... 24
Vaishnava
... 24
'J''amli
... 22
Goala
... 19
Mala
... 16
Napit
... 75
Vaidya
... 14
Sutar
... 13
Osawal
... 12
Swarnakar
... 11
Yugi
... 10
Chhatri
... 9
Kamar
... 9
Kumar
... 8
Rajput
... 7
Kansy abanik ... 7
Tili ... 6
Aguri ... 5
Luniar ... 5
Halwaikar ... 4
Barayi ... 4
Mali ... 4
Daibajna ... 4
Chandal ... 4
Gaurbanik ... 3
Kandu ... 3
Kalawar ... 3
Kayali ... 3
Sadgop ... 2
Khaar ... 2
Jalia ... 2
Lahari ... 2
Bagdhi ... 2
Vaiava ... 1
Kalu ... 1
Pashi ... 1
Gareri ... 1
Bhoba ... 1
Kairi ... 1
Muchi ... 1
This enumeration shows in what classes of Hindu society
vernacular instruction is chiefly found, and in what classes it
hocomes increasingly deficient. It would be a mistake, however,
to suppose that the latter, as compared with the former, are
losing ground. The fact is quite the reverse : they are gaining
ground, and are almost imperceptibly acquiring a sense of the
value even of that humble instruction which is within their reach,
hut from which, by the customs of society, they were formerly
almost wholly debarred. The time is not distant when it would'
have been considered contrary to all the maxims of Hindu civi-
lization that individuals of the Male, Chandal, Kahar, Jalia,
Lahari, Bagdhi, Dhoba, and Muchi castes should learn to read,
write, and keep accounts; and if some aged and venerable
Brahman who has passed his life removed from European conta-
mination were told that these low castes are now raising their
8TATB OF EDUCATION IN BENGAL
EBpirations so high, he would deplore it as one of the many proofs
of the gross and increasing degeneracy of the age. The encroach-
ment of these castes on the outskirts of learning is a spontaneous
movement in native society, the efFect of a strong foreign rule
unshackled by native usages and prejudices, and protecting all
in the enjoyment of equal rights.
It has been mentioned in former reports that there are four
stages in a course of vernacular instruction ; but there is this
difference between Bengali and Hindi schools, that whereas in the
second and third stages of the former the palm-leaf and plantain -
leaf are generally used, in tlie same stages of the letter a wooden -
board and brazen plate are employed as the materials on wliich
lessons in writing and accounts are giviai. TvVo modes are
adopted of writing on the brazen plate, — first, by dissolving
chalk in water to a consistence that permits the scholar to rub
it on tlie plate where it dries and re(*eives tlu^ impression of a
hard pin or reed-pen ; and sec'ond, by writing on the plate with
chalk-ink. Tlie former is the mode (‘hiefly employed in writing
on the board, and mud is sound imes snbstitut('d for moistened
chalk. The following statemeni (Exhibits the distribution of the
total number of scholars ini.o the four stages of instruction: —
(«)
Scholars who write on the ground
... 71
w
i ” ”
,, on the ])alm-le{if
... r)25 )
( 6«n
( )t ft
,, on the wooden -board
... 35 ^
(C)
\ ft » j
,, on the plantain-leaf
1 }
V. M f f
,, on the brazen plate
id)
f » tf
, , on paper
... 437
It thus appears that nearly the whole number of scholars is
employed in tlie second and fourth stages, the former embracing
the commencement, and the latter the completion, of instruction
in accounts.
Limited as is the utmost scope of vernacular instruction,
there are several gradations in the attainments of the teachers
and in the instructions which they bestow. Thus in 4 Hindi
schools commercial accounts only, in 14 Bengali schools agricul-
tural accounts only, and in 10 Bengali schools both commercial
and agricultural accounts are taught. In 3 schools of which one
is Hindi and two are Bengali, written works chiefly in the
vernacular language are taught in addition to commercial
STATE OP EDUCATION IN BENGAL
m
accounts ; and in 36 Bengali schools those works are taught in
addition both to commercial and agricultural accounts.
In the only Hindi school in which vernacular works are used,
those works are the Dan Lila and Dadhi Lila^ both describing
the boyish amusements of Krishna, the former his boating
pleasures on the Jumna in the neighbourhood of Brindavan, and
the latter the tricks he played the milkmen of that place with
his youthful companions. In only one Bengali school the Guru
Bandana was found in use> a doggerel composition containing an
expression of the respect and devotion due from the scholar to
his teacher. The arithmetical rules of Suhhanhar were employ-
ed in 32 schools. The Guru Dakshinay another doggerel com- *
position which is sung by the elder boys of a school from house
to house to elicit donations for their master, was taught in three
schools. In addition to these vernacular works, a small portion
of the Sanscrit vocabulary of Amara 8ing^ was found to be in use
in one Bengali school; in another a work called Sabda Subanta^
containing the rules of Sanscrit orthography, the permutations
of letters in combination, and examples of the declension of
nouns; and in 14 schools the Sanscrit verses of Chanakyay con-
taining the praises of learning and precepts of morality, were
read or committed to memory. All the preceding works,
both vernacular and Sanscrit, were taught either from
manuscripts or memoriter; but in five schools the Shiahu Bodh
was employed, a modern compilation in print, containing
Bvhhankar, Chanakyay and Guru Dakahina. One teacher I found
ill possession of the following works in manuscript, which
he professed to employ for the instruction of his scholars; viz.,
the arithmetic of Ugra Balaraniy consisting of practical and
iuiaginavv examples which are worked; the modes of epistolary
address by the same author; Subhankar; Saraawati Bandana!
and Aradhan Das’s Man Bhanjan or Anger Kemoved, and
Kalanka Bhanjan or Disgrace Eemoved, both relating to the
loves of Eadha and Krishna. In addition to the preceding,
which were all in Bengali, he had also in Sanscrit the verses of
Chanakya and the conjugation of the substantive verb bhu.
Another teacher had the following printed works, viz.» Hito-
padeahy a Serampore school-book; the School Book Society *8
Nitikotha or Moral Instructions, Ist Part, 3rd Edition, 1818;
the same Society *b Instructions for modelling and conducting
la-isaeB.
234
STATE OF EDUCATION IN BENGAL
schools, 1819; Do. ’s Geography, Chapter III. Introduction to
Asia, 1819; Jyotis Bibaran^ a Serarnpore school-book on astro-
nomy; the seven first numbers of the Serarnpore Digdarsan or
Indian Youth's Magazine; and a Serarnpore missionary tract
called Nitivakya. This person was formerly in the employment
of a European gentleman who supported a Bengali school subse-
quently discontinued, and the books remaining in the teacher’s
hands are preserved as curiosities, or as heir-looms to be admired,
not used.
District of Beerbhoom
The seventeen thanas enumerated in Section IV, comprise
the whole of this district and contain 412 vernacular schools, of
which 407 are Bengali and 6 are reckoned as Hindi schools, but
in fact Hindi is exclusively taught in one only, and in the re-
maining four both Bengali and Hindi are taught. In one school
the Hindi language is written in the Bengali as well as in the
Nagari characters. Hindi instruction, even to this limited ex-
tent, is in demand only in one thana, that of Deoghur, which is
the most north-westerly of the police divisions, and adjoins the
districts of Bhaugulpoor and Monghyr, where Hindi prevails.
There are eight villages that contain each three vernacular
schools, fifteen that contain each two and three hundred and
fifty -eight containing each one.
The number of teachers is 412, of whom one is a Christian,
four are Musalmans, and the remainder are Hindus. The
average age of all the teachers is 39-3 years. The following list
exhibits the castes of the Hindu teachers and the number of
each : —
Kayastha
... 256
Yugi
... 2
Brahman
... 86
Tanti
... 2
Sadgop
... 12
Kalu
... 2
Vaishnava
... 8
Siinri
... 2
Gandhabanik
5
Swarnakar
1
Siivarnabanik
... 5
Rajput
... 1
Bhatta
... 4
Napit
... 1
Kaivarta
... 4
Barayi
... 1
Mayra
... 4
Chhatri
... 1
Goala
... 3
Dhoba
... 1
Vaidya
... 2
Malo
... 1
Aguri
... 2
Chandal
... 1
STATE OF EDUCATION IN BENGAL
285
The Kalu, Sunri, Dhoba, Malo, and Chandal, castes are of
those that were generally deemed to be excluded from the bene-
fits of instruction in letters; but the above enumeration shows
that some individuals of those castes have even become instruc-
tors of others. The Christian teacher mentioned above is em-
ployed in teaching a Missionary school.
There are not fewer than eleven teachers who instruct their
scholars gratuitously, and of these there are not less than four
in one thana, that of Sakalyapur. The scholars of one are poor,
and he is contented to teach them without pay, receiving his
subsistence from the other members of his family. Another is
the head-man of the village, and from motives of benevolence or
piety he instructs the children who please to attend him. A
third is a respectable inhabitant of the village in which he re-
sides, who employs his declining age in the gratuitous instruc-
tion of the young, having a farm by which he supports himself
and family. Five others support themselves and families by
farming, of whom one is a paralytic. The paid teachers are
remunerated as follows : —
2
71
1
2
325
Es. As. P.
teachers receive monthly wages only ... 9 4 0
,, ,, ,, fees only ... 157 7 0
,, receives ,, perquisites only ... 0 10 0
,, receive ,, wages and perquisites 4 8 0
,, ,, ,, fees and perquisites 1,125 7 9
It thus appears that 401 teachers receive in all rupees 1,297-4-9,
tiveraging to each rupees 3-3-9 per month. At the time I visited
this district I had not adopted the practice of noting the differ-
ent sorts of perquisites received by teachers, every thing coming
under that denomination being recorded in one sum
Eegarding the school-houses of this district, I shall trans-
cribe only a few of my notes which appear to contain any thing
peculiar or characteristic. In one village the school-house was
built by the teacher at a cost in money of rupees 1-4, with the
aid of his pupils who brought materials from the jungle. In
another the school-house was built by the scholars at a cost of
rupees 1-8, in addition to their own labour. The house is thatoh-
and the walls consist of branches and leaves of the palm and
STATE OF EDUCATION IN BENGAL
sal trees interlaced. In a third the scholars assembled in the
village place of worship, and they were engaged in building a
school-house with thatched roof, beams and rafters, and mud-
walls, which was expected to cost in all about rupees ten, be-
sides their labour. Several school-houses are noted as having
been built by subscription amongst the parents. Baithak-khanas,
kachahris, storehouses, verandas, shops, and temples, are used
here as elsewhere. The temples consecrated to Yama, the
Judge of the Departed, the Minos of Hinduism, I have found
frequently used as school-houses in this district in consequence
of the extent to which the worship of that deity under the title
of Dharmaraj prevails.
In 412 schools the total number of scholars is 6,383, giving
to each school an average of 15-14, and the average age of the
whole number at the time when the different schools were visited
was 1005 years. The age of entering and the probable age of
leaving school were not ascertained in this district.
Of the whole number of scholars, 3 are Dhangars, a tribe of
Coles; 3 are Santhals, another forest tribe; 20 are Christians,
the children of native converts taught in a Missionary school ; and
232 are Musalmans. All the rest, amounting to 6,125, are
Hindus, and the number of each Hindu caste is exhibited in the
following list : —
Brahman
... 1,853
Bagdhi
14
Goala
... 560
Baiti
13
Gandhabanik
520
Hari
13
Kayastha
... 487
Mai
12
Sadgop
... 290
Vaishya
11
Kalu
... 258
Sankhabanik
9
Mayra
... 248
Kansyabanik
9
Tanti
... 196
Bhatta
9
Suvamabanik
... 184
Yugi
9
Sunri
... 164
Net
8
Vaiehnava
... 161
Sarak
7
Tamil
... 127
Kurmi
7
Kamar
... 109
Lahari
6
Kaivarta
89
Mali
4
Napit
79
Bahila
4
Vaidya
71
Muchi
8
Bajput
Barayi
68
62
Bhumiya
Dhanuk
2
2
STATE OF EDUCATION JN BENGAD
287
Swamakar
53
Konra
2
Kshatriya
52
Ganrar
2
Sutar
50
Matiya
2
Kumar
43
Agradani
1
Teli
38
Magadha
1
Tili
35
Sanyasi
1
Aguri
28
Halwaikar
1
Dhoba
28
Baiiri
1
Chhatri
24
Dulia
1
Punra
23
Jalia
1
Dom
23
Byadha
1
Daivajna
17
Chandal
1
Keot
15
This is the first district in which my arrangements enabled
me to obtain a complete view of the amount and distribution of
vernacular instruction, with a confidence nearly approaching to
certainty that no important omission had been made. From the
number of scholars of the Brahman caste, we may infer not only
i]ie large number of Brahman families in the district, but also,
in some measure, the extent to which they have engaged in the
worldly employment® prohibited to their caste. Another cir-
cumstance worthy of notice is the comparatively large number
of scholars of the Kahi and Sunri castes, which are not only on
religious grounds excluded from association with Brahmans, but,
according to former custom and usage, were generally deemed
unworthy of participating in the advantages of literary instruc-
tion even in the humblest form®. The appearance also of the
Dom, Keoi, Hari, and other low castes in the list of scholars,
although in less numbers, affords additional and still stronger
illustrations of the increasing desire for instruction and of the
unforced efforts to obtain it; for those castes are the lowest of
the low, and were formerly as undesirous of instruction in letters
as they were deemed unworthy of it. In the only Missionary
school of this class in the district there are only two Hindu
scholars, one of the Dorn and the other of the Hari caste, from
which it will be seen that all the other scholars of low caste are
found in schools of exclusively native origin and entirely under
native management.
In the Hindi schools of this district the wooden board is
used, but not the brazen plate to write upon ; and in the Bengali
schools, besides the plantain-leaf, the leaf of the sal tree is used
238
STATE OF EDUCATION IN BENGAL
in the third stage of instruction. The following is the distri-
bution of the scholars into the four established grades : —
(a)
(b)
(c)
(d)
Scholars who write on the ground
,, ,, on the j^alm-leaf
,, ,, on the wooden board
,, ,, on the plantain-leaf
,, ,, on the sal -leaf
,, ,, on paper
3,551
19
299
98
}
372
3,570
397
2,044
The former remark applies here also, tliatj nearly all the
scholars are in the second and fourth stages of instruction.
In one school Christian instruction is communicated, in 35
schools commercial accounts only, in 47 schools agriciultural
accounts only, and in 316 scdiools both commercial and agricul-
tural are taught. In one scdiool commercial accounts and
written works, and in 12 schools both commercial and agricul-
tural accounts with written works are taught.
Snbhankar was found in use in eiglit schools, and in one
school a Bengali translation from Sanscrit called the Nataka of
Jayadeva or Gita Govinda relating to the amours of Radha and
Krishna. In one school two works were employed as school
books called Asfita Dliatu and Anhta Sahdi, containing, respec-
tively, the conjugation of eight Sanscrit verbs and the declension
of eight Sanscrit nouns; and in four schools the verses of
Chanakya were taught; in one with, and in three without, a
Bengali translation.
District of llurdvan
The thirteen thanas of this district contain in all 629
Bengali schools, of which seven are found in one village, six in
another, and five in a third. Nine villages contain three each ;
fifty-nine two each ; and four hundred and sixty-six one each.
The number of teachers is 639, being ten in excess of the
number of schools. Nine Missionary schools and one supported
by the Rajah of Burdwan are conducted each by two teachers.
Six hundred and sixteen common village schools and four
Missionary schools are taught by the same number of teachers.
The average age of all the teachers is 39*05 years. Three of the
STATE OF EDUCATION IN BENGAL
239
teachers are Christians, nine are Musalmans, and six hundred
and twenty-seven are Hindus. The following are the castes of
the Hindu teachers and the number of each: —
Kayastha
... 369
Bagdhi
2
Brahman
... 107
Naga
1
Sadgop
50
Tanti
1
Aguri
30
Daivajna
1
Vaishnava
13
Vaidya
1
Teli
10
Yugi
1
Bhatta
9
Barayi
1
Gandhabanik
6
Kamar
1
Kaivarta
5
Mayra
1
Chandal
4
Dlioba
1
Kumar
3
Rajput
1
Napit
3
Kalu
1
Suvarnabanik
2
Sunri
1
Goala
2
In this list the Sunri, Kala, Dhoha, Bagdhi, and Chandal
astes are those which the long established usages of the country
would have either discouraged or altogether excluded from a
knowledge of letters. Two of the teachers are lepers.
In this district I ascertained that there were four teachers
who taught gratuitously, of whom one was a Musalman and
iliree Hindus, and of the latter one was a Chandal.
The paid teachers are thus sub-divided according to the
nature and amount of the remuneration which they receive: —
Es. As.
P.
26
receive
monthly wages only
126
0
0
58
1 f
7 1
fees only
136
1
9
2
7 1
> t
wages and uncooked
victuals
10
8
0
384
» 1
7 7
fees and uncooked victuals
1.049
0
6
8
7 7
7 1
fees and weekly presents
35
11
0
12
1 »
7 7
fees and annual presents
49
9
0
53
7 3
7 7
fees, uncooked victuals,
and weekly presents ...
261
14
0
57
i 1
f 3
fees, uncooked victuals
and annual presents ...
217
8
e
1
receives monthly fees, weekly presents, and
annual presents
4
1
0
240
8TATB OF EDUOATIOK IN BENGAL
84 receive monthly fees, uncooked victuals,
weekly presents, and
annual presents ... 186 0 0
Thus 635 teachers receive in all rupees 2,076-5-9, which
averages to each teacher per month rupees 3-4-3. Many of the
teachers do not acquire sufficient for their livelihood by
teaching, eke out their income by engaging in farming, in
money-lending, in retail-trade, in weaving, in worldly services, in
temple-service, &c., and all of them have occasional presents
from the scholars during the progress of theit education, and
even after they have left school, which cannot be ascertained or
estimated. The teachers of the Missionary schools and of the
school supported by tlie Bajah of Burdwan are paid, but not by
the parents of the scholars. In the Missionary schools the
pupils, besides receiving gratuitous instruction, are also furnish-
ed with paper, pens, ink, leaves, .and books. In the school of
the Bajah of Burdwan similar materials are supplied, together
with a daily payment of the one-sixteenth part of an anna (five
gundas of cowries, i.e., 20 cowries or 1 buri) to each scholar for
refreshments. Three of the Hindu scholars are wholly fed at the
expense of the Bajah for a period of four years, after which they
may continue to prosecute their studies as long as they please,
but without that indulgence. In one of the schools under
Missionary superintendence one rupee per month is allowed for
the hire of a boat to bring some of the scholars over a stream and
to convey them back.
The remarks respecting the school-houses in the district of
Beerbhoom are generally applicable to those of Burdwan, except
that in the latter I have met with more numerous instances in
which school-houses have been built by general subscription
amongst the parents of the scholars.
In 629 schools conducted by 639 teachers the total number
of scholars is 13,190, giving to each school an average of 20-0
scholars. The average age of the whole number at the time
when the different schools were visited was 9*9 years, the average
age at the time when they entered school was 5*7 years, and the
average age at the time when they would probably leave school
was estimated to be 16*6 years. The average period passed at
school would thus appear to be about 11 years.
STATE OF EDUCATION IN BENGAL
241
Of the whole number of scholars 13 are Christians, 769
Musalmans, and 12,408 Hindus. The following enumeration ex-
hibits the castes of the Hindu scholars and the number of each : —
Brahman
... 3,429
Chandal
61
Kayastha
... 1,846
Chhatri
36
Sadgop
... 1,254
Kansyabanik
84
Aguri
... 787
Daivajna
33
Gandhabanik
... 606
Barayi
32
Teli
... 371
Jalia
28
Goala
... 311
Sankhabanik
27
Mayra
... 281
Mali
26
Kamar
... 262
Dhoba
24
Suvarnabanik
... 261
Bajput
21
Tanti
... 249
Baiti
16
Tamil
... 242
Muchi
16
Kaivarta
... 223
Bhatta
11
Kalu
... 207
Hari
11
Tili
... 200
Agradani
8
Napit
... 192
Kurmi
8
Vaishnava
... 189
Tior
4
Sunri
... 188
Kunyar
8
Kshatriya
... 101
Lahari
3
Bagdhi
... 1.38
Garar
2
Yugi
... 131
Kahar
2
Vaidya
... 125
Mai
2
Siitar
... 108
Kandu
1
Kumar
95
Matiya
1
Swarnakar
81
Pashi
1
Dom
61
Compared with the preceding districts there is a much larger
number of scholars, and all the castes, both high and low, par-
lake of the increase. There are some low castes also which here
appear for the first time as the Tfor, Oarar, and Mai castes.
The number of scholars of low caste is so considerable that,
without explanation, it might be supposed that they were chiefly
found in the Missionary schools which are more numerous in this
district than in any other I have visited, and which, of course,
do not recognize distinctions of caste. The fact, however, is
otherwise, for the number of scholars belonging to sixteen of the
lowest castes amounts to 760, of whom only 86 are found in
Missionary schools, and the remaining number in native schools.
This fact appears to be of suflScient interest to be exhibited in
detail.
242
STATE OF EDUCATION IN BENGAL
.
-3
to
*C
3
CO
2
'O
bo
S
I
Chandal |
S9
1
1
s
3
1
o
H
■c
a
•3
t-3
e
ca
O
1
es
'3
S
1
18 MiesioDary Scboolp
contain
88
20
21
1
8
1
6
2
1
81G Nati-ve Schools
contain
174
108
117
08
1
60
28
10
10
11
2
8
2
2
2
1
It thus appears that the proportion of scholars of these low castes
in Missionary schools is high; but the total number of the same
castes in native schools is so considerable as to prove that other
and independent causes are in operation, stimulating the humbler
classes of native society to the improvement of their (condition
and to the attainment of those advantages, hitherto for the most
part denied to them, that arise from a knowledge of letters.
The following is the distribution of the scholars into the four
established grades of instruction- —
(a) Scholars who write on
the ground
702
(i>)
, palm -leaf
7,113
(<■)
, plantain -leaf
.. 2,765
(d)
, paper
2,610
In 13 sc'liools Christian instruction is communicated, in one
school commercial accounts only, in three schools agricultural
accounts only, and in 180 schools both accounts are taught. In
one school commercial accounts and written works, in two
schools agricultural account and written works, and in 423
schools both descriptions of accounts and written works are
taught.
Most of the written works mentioned as school books under
the heads of Moorshedabad and Beerbhoom are also used in this
district ; and in addition the following works were found in
various schools, viz., the (langa Bandana, describing the virtues
of the river-goddess; the Yugadya Bandana, describing those
of the goddess Durga; Data Kama the generous Kama, illus-
trating the beneficence and hospitality of Kama, the prime-
minister of Duryodhana, and the Hatim Tai of India, and the
Adi Parva, or first chapter of the Mahabharat, translated into
Bengali by Kasi Das.
STATE OF EDUCATION IN BENGAL
243
Distri(?t of South Behar
The nine thanas of this district contain in all 285 Hindi
schools, of which two villages contain seven each, two contain
four each, two contain three each, twelve contain two each, and
two hundred and thirty- three contain one each.
The number of teachers is the same as the number of
schools, and their average age is 36 years. One of them is a
Musalman, and the rest arc Hindus. The following are the
castes of the Hindu teachers and the number of each: —
Kayastha ... 278 Teli ... 1
Magadha ... 2 Kaivi ... 1
Gandhabanik ... 1 Sonar ... 1
From this list it is evident that vernacular instruction is almost
wholly in the hands of Kayastha or writer caste, and that
the institutions of the country are still in this respect in almost
unabated force. There arc no Brahman-teachers, and only two
of a caste considered superior to the Kayastha or writer caste,
viz., the Magadha caste, which gave its name to the country
when it was under Bauddha rule.
There are no
teachers who give gratuitous instruction
The
teachers are
thus remunerated —r
Ks. As
p.
2 receive
monthly wages only
6
0
0
8 „
,,
fees only
7
0
0
1 receives
» >
wages and subsistence-money ...
2
8
0
5 receive
»>
fees and uncooked food
11
0
0
10
• >
fees and subsistence-money
71
1
9
10
t f
fees and weekly presents
10 16
6
9 „
?»
fees and annual presents
12
0
9
2 „
1 1
fees, uncooked food, and subsistence money
3
0
3
1 receives
f >
fees, uncooked food, and weekly presents ...
3 15
0
2 receive
It
fees, uncooked food, and annual presents ...
2 12
a
11
i»
fees, subsistence-money, and weekly presents
17
5
9
24 „
It
fees, subsistence-money, and annual presents
39 14
6
23 „
tt
fees, weekly presents, and annual presents
59
1
9
1 receives
1 1
fees, uncooked food, subsistence -money and
weekly presents
0
9
3
1
tt
wages, uncooked food, subsistence-money,
and annual presents
1
g
9
S receive
1*
fees, uncooked food, subsistence-money, and
annual presents
7
4
0
244
STATE OF EDUCATION IN BENGAL
Bs. Aj3. P,
1 receives monthly -wages, uncooked food, weekly presents,
and annual presents
3 11
6
32 receive
,, fees, uncooked food, weekly presents, and
annual presents
81
6
0
80 „
,, fees, subsistence-money, weekly presents.
and annual presents
173
2
0
62 ,.
,, fees, uncooked food, subsistence-money,
weekly presents, and annual presents ...
126
0
9
Thus 285 teachers recieive in all rupees 585-12-6, which averages
to each teacher rupees 2-0-10 per month. j
Tor school-houses the teachers in this district^ have recourse
to the various expedients adopted in the Bengal districts, and
amongst others employ ishops, sugar-houses, thresholds, and
verandahs of jirivato dwellings, and Vcicant spaces at the sides of
the roads.
In 285 schools the total number of scholars is 3,090, giving
to each school an average of 10*8. The average age of the
scholars at the time when tJie diflV‘reiii schools were visited was
9'3 years, their average age at the time when they entered school
was 7‘9 years, and the average age at the time when they would
probably leave school was 15-7 years. The average period passed
at school would thus appear to be between 7 and 8 years.
Ot the scholars 172 are Musalmans, and 2,918 are Hindus, of
whom 14 were absent at the time when the schools were visited.
The following arc the castes of the latter and the number of
each : —
Gandhabanik
... 540
Mali
16
Magadha
... 408
Tamil
16
Teli
... 271
Bhatta
15
Brahman
... 250
Banawar
14
Kayafitfaa
... 220
Sanyasi
14
Kairi
... 200
Lohar
13
Bajput
... 150
Lahari
13
Kahar
... 102
Kumar
10
Halwaikar
66
Kandu
9
Sunri
56
Yugi
8
Kurmi
55
Beldar
8
Swamakar
51
Bundela
4
Mahuri
42
Patowar
4
Napit
39
Vaishnava
2
Goala
38
Khatid
2
STATE OP EDUCATION IN BENGAL
246
Barhai
35
Chhatri
1
Suvarnabanik
31
Tanti
1
Dosad
23
Barayi
1
Pashi
22
Baiti
1
Aguri
21
Dhoba
1
Luniar
21
Musahar
1
Kaneyabanik
20
Churihara
1
Kshatriya
18
Kayali
1
Kalawar
18
Mahla
1
The small number of Kayastha scholars contrasts with the al-
most exclusive possession by that caste of the business of verna-
cular teaching; and we meet here also, for the first time, with
three inferior castes, each of which furnishes a larger number of
scholars than the Brahman caste. The very low and degraded
castes, as the Dosad^ Pashi, Luniaty &c., are comparatively
numerous, and have begun here also to seek a participation in
the benefits of vernacular instruction.
In Behar leaves are not in use as a material for writing on,
in the second and third stages of instruction the wooden-board
and brazen-plate are exclusively employed. The following is the
distribution of the scholars into the four established grades: —
(a) scholars who write
on
the ground
... 1,560
(b)
on
the wooden-board
... 1,503
(c)
on
the brazen-plate
42
(d)
on
paper
89
Tn 36 schools commercial accounts only, in 20 schools agricul-
tural accounts only, in 229 schools both commercial and agri-
cultural accounts are taught, and in only two schools vernacular
works are employed. The works of this description are the
Dan Lila and Dadhi Lila already described; Sudani Charitra^
au account of Sudam, one of the juvenile companions of Krishna;
Ham Janma, an account of the birth of Earn, translated from
the Kamayana by Tulasi Das; and the Sundar Kanda of the
Bamayana, one of the books of that poem, — all in the Hindi
language.
District of Tirhoot
The 16 thanas of this district contain in all 80 Hindi schools,
of which one village contains three, six villages contain two each,
and sixty-five villages contain one each.
246
STATE OF EDUCATION IN BENGAL
The number of teachers is also 80, and their average age
is 34*8 years. They are all Hindus, and are thus divided in
respect of caste: —
Kayastha ... 77 Gandhabanik ... 2 Brahman ... 1
This sufficiently shows that here also the writer-caste is almost
exclusively engaged in the business of teaching common schools.
There are no teachers who give gratuitous instruction, and
the teachers are thus remunerated: —
Es. As. P.
1 receives
monthly wages only ... \
0
10
0
3 receive
fees only
0
14
0
1 receives
subsistence-money only
1
4
9
1
monthly wages and uncooked food
2
8
0
1
,,
wages and subsistence-money
2
0
0
6 receive
it
fees and ,,
9
2
6
1 receives
1 1
fees and weekly presents
0
4
6
9 receive
,,
fees and annual „
9
10
6
1 receives
weekly
presents and annual presents
2
11
9
2 receive
monthly wages, uncooked food, and subsistence-
money
3
4
0
3
fees, ,, ,,
3
4
0
1 receives
t f
fees, uncooked food, and annual presents ...
0
8
0
4 receive monthly fees, Riibsistence-money, and weeklv presents
4
10
0
1 receives
,,
wages, ditto, and annual presents
3
4
3
11 receive
j »
fees ,, ,,
30
3
3
7
>*
fees, weekly presents, and annual presents
4
3
0
12
,,
wages, uncooked food, subsistence-money,
and weekly presents
21
10
c
5
»»
fees ditto ditto ditto
8
6
6
1 receives
,,
fees, ditto ditto and annual presents
0
13
6
1
»>
fees, uncooked food, weekly presents, and
annual presents
1
1
9
1
j »
wages, subsistence- money, weekly presents.
and annual presents
1
5
0
4 receive
ft
fees, ditto ditto ditto . .
7
10
,3
3 „
fees, uncooked food, subsistence-money, week-
ly presents, and annual presents
3
13
0
Thus 80 teachers receive in all rupees 123-4-3, which averages to
each teacher rupees 1-8-7 per month.
Among the 80 teachers there are only two that have school-
houses, and those are miserable huts, — one built at a cost of five,
STATE OP EDUCATION IN BENGAL
247
and the other at a cost of three, rupees. The others accommodate
their scholars in verandas, shops, out-houses, baithak-khanas,
In 80 schools the total number of scholars is 507, giving to
each school an average of 6*3. The average age of the scholars at
the time that the schools were visited was 9-2 years ; their average
age at the time when they entered school was 5*03 years, and
their average age at the time when they would probably leave
school was 13*1 years. The average period passed at school would
thus appear to be about 8 years.
Of the scholars, 5 are Musalrnans and 502 are Hindus, all
of whom were present when the schools were visited. The
following are the castes of the Hindu scholars and the number of
each : —
Sunri
72
Mahla
6
Bajput
62
Kairi
. . •
5
Kayastha
51
Dhanuk
5
Ealal
40
Fashi
5
Gandhabanik
32
Tamil
4
Teli
29
Napit
4
Mayra
28
Kamar
4
Brahman
25
Kansari
4
Swamakar
25
Kaivarta
2
Magadha
18
Ghhaipikar
2
Kandu
18
Parasua
2
Aguri
17
Kahar
2
Kurmi
11
Lahari
2
Luniar
9
Sutar
2
Goala
8
Khatki
1
Kshatriya
7
Of all the districts T have visited vernacular instruction is here
at the lowest ebb, denoted both by the small number of schools
and the small proportion of scholars. As in the preceding dis-
trict, the number of scholars of the writer-caste is less than even
the number of teachers of that caste ; and there are not fewer
than seven castes, each yielding a greater number of scholars
than the Brahman caste, to which they are inferior in social
estimation. It will be seen from the list that the very low
castes — as the Luniar, Mahla, Kairi, Dhanuk, Paahi, Ac. — ^have
here also begun to seek the advantages of instruction in the com-
mon schools.
248
STATE OP EDUCATION IN BENGAL
The following is the distribution of the scholars into the four
established grades of instruction: —
{a) Scholars who write on the ground ... 250
ih) „ ,, on the wooden board ... 172
(c) „ ,, on the brazen-plate ... 65
{d) ,f ,, on paper ... 80
In three ischooJs commercial accounts only, in four agricul-
tural accounts only, and in fifty-eight both accounts are taught.
In one school commercial accounts and vernacular works, in four
agricultural accounts and vernacular works, and in ten both ac-
counts and vernacular works are taught. j
The vernacular works read are Dan Lila, Gita \Govinda, and
Ham Janma formerly described; and Surya Purh(na, a trans-
lated extract from the Purana of that name. Sundar Budama is
another native work which was stated to be occasionally read in
the common schools, but I did not meet with it, nor could I
ascertain whether it was the same with Budam Charitra formerly
mentioned. Those productions are written in the Hindi language
and Nagari character; but in the northern and eastern parts of
the district the Trihutiya is prevalent, which, as a character, is
nearly identical with the Bengali, and as a language differs from
the Hindi and Bengali chiefly in its inflections and terminations.
SECTION VI
General Kemarks on the state of Vernacular Instruction
It may be useful to bring under one view the principal con-
clusions deduciblc from the preceding details which include all
the information I have collected respecting the state of education
in the common schools of the country.
First. — The languages employed in the communication of
vernacular instruction are, of course, chiefly Bengali in the
Bengal and Hindi in the Behar, districts. In Burdwan Bengali,
and in South Behar Hindi, are exclusively used; but in Midnapore
Ooriya is largely employed as well as Bengali; in the city of
Moorshedabad and in the district of Beerbhoom Hindi is used to
a very limited extent in addition to Bengali ; and in some parts
of Tirhoot Trihutiya in addition to Hindi prevails as the language
of conversation, of verbal instruction, and of correspondence,
but it is never employed as the language of literary composition.
STATE OF EDUCATION IN BENGAL
249
Second. — Vernacular instruction prevails to a greater extent
iu the Bengal than in the Behar districts visited. Comparing the
two districts of each province that have been most thoroughly in-
vestigated, South Behar and Tirhoot are found to contain 365
common schools, and Beerbhoom and Burdwan 1,041. In the
latter the proportion of scholars in each school is also greater.
In Tirhoot the proportion is 6*3 to each school, in South Behar
l()-8, in Beerbhoom 15*4, and in Burdwan 20’9.
Third. — Both in Bengal and Behar the business of teaching
common schools is chiefly in the hands of the Kayastha or writer-
caste. In the Bengal districts this hereditary privilege has been
largely invaded by other castes both superior and inferior to the
Kayastha, but still so as to leave the latter a decided majority in
the class of vernacular teachers. In the Behar districts this pri-
vilege is enjoyed in nearly its pristine completeness. The fol-
lowing is a comparison of the number of Kayastha teachers with
Miose of other castes ; —
Total teachers.
1 Writer-casle.
Other castes.
Moorsbedabad
67
39
28
Beerbhoom
412
256
166
Burdwan
689
369
270
South Behar ...
286
278
7
Tirlioot
89
77
3
Til is is not an idle fact. It is one of the tests that may be
applied to judge of the comparative integrity of native institu-
tions and of the comparative condition of the people in different
districts. Both the Bengal and Behar districts need an im-
proved system of vernacular instruction; but the former appear
to have undergone a social change, partaking of the nature of a
^oral and intellectual discipline, which removes prejudices still
to be met, and provides facilities not yet to be found in the
latter.
19— 13263.
250
STATE OF EDUCATION IN BENGAL
Fourth. — The reality of this social change in the one class of
districts, and its absence in the other become further apparent
by a consideration of the castes by which vernacular instruction
is chiefly sought. Hindu society on a large scale may be divided
into three grades : — First, Brahmans who are prohibited by the
laws of religion from engaging in w’orldly employments for whicli
vernacular instruction is deemed the fit and indispensable pre-
paration ; second, those castes who, though inferior to Brahmans,
are deemed worthy of association with them, or to whom the
worldly employments requiring vernacular instruction are ex-
pressly assigned; and third, those castes who lare so inferior as
to be deemed unworthy both of association wit^ Brahmans, and
of those worldly employments for which vernacular instruction is
the preparation. This would exclude the first and third grades
from the benefits of such instruction, and in the Behar districts
few of them do partake of it, while in the Bengal districts the
proportion of both is considerable.
Fifth. — As another point of comparison, it is worthy of note
that in each of the Bengal districts a greater or less number of
the teachers bestow their instructions gratuitously, and even
teachers who are paid instruct many scholars who pay nothing;
while in the Behar districts I did not discover any instance in
which instruction was given without compensation. The greater
poverty of the people in Behar than in Bengal may, in part, ex-
plain this fact ; but the principal reason probably is that the same
religious merit and social consideration are not attached to learn-
ing, its possession and diffusion, in the former as in the latter
province.
Sixth. — In the preceding details an attempt has been made
to describe the various modes in which the teachers of common
schools are remunerated, and to ascertain the mean rate payment
in each district, reducing all the items to a monthly estimate
The mean rate is : —
In the city and district of Moorshedabad
Es. As. P.
... 4 12 9
In the district of Beerbhoom
... 3
3 9
,, ,, of Burdwan
... 3
4 3
,, ,, of South Behar
... 2
0 10
,, ,, of Tirhoot
... 1
8 7
STATE OF EDUCATION IN BENGAL
251
Tlie returns on this subject are to be taken with some explana-
tions. It is possible that some sources of regular profit to
teacher®, in themselves insignificant, but to them not unim-
])oitant, may have been overlooked; and occiasional profits, such
its presents from old scholars, are too fluctuating and uncertain to
be known or estimated. Teachers, moreover, often add other
uccupations to that of giving instruction; and when a teacher
does not have recourse to any other employment, his income from
teaching is most frequently valued chiefly as his contribution to
ll](^ means of subsistence possessed by the family to which he
belongs, since by itself it would be insufficient for his support.
Wlien a teacher is wholly dependent upon his own resources, and
those are limited to his income in that capacity, the rate of pay-
ment is invariably higher.
Seventh. — The mutual disposition of Hindus and Musalmans
towards each other is not an unimportant element of society in
this country, and it may be partly estimated by the state of ver-
nacular instruction. In the Beerbh oom an d Burdwan district s
there are thirteen Musalman teachers of Bengali schools ; in the
South Beiiar and Tirhoot districts there is only, one Musalman
teacher of a Hindi school, and that one is found in South Behar.
In the Beerbhoom and Burdwan districts there are 1^001 Musal-
man scholars in Bengali schools; and in the South Behar and
Tirlioot districts 177 Musalman scholars in Hindi schools, of
whom 5 only are found in Tirhoot. The Musalman teachers
have Hindu as well as Musalman scholars ; and the Hindu and
Musalman scholars and the different castes of the former assemble
in the same school-house, receive the same instructions from the
same teacher, and join in the same plays and pastimes. The
exception to this is found in Tirhoot, where there is not one
Musalman teacher of a Hindi school and only fiye Musalman
Scholars in the schools of that class. As far as I could observe
or learn, the feeling between those two divisions of the popula-
tion is less amicable in this district than in any of the other© I
have visited.
Eighth. The distribution of vernacular instruction amongst
th'^- different classes of native society, considered as commercial,
as agricultural, or as belonging determinately to neither, may be
a))])voximately estimated by a reference to some of the preced-
ing details. Commercial accounts only Bxe chiefly acquired by
252
STATE OF EDUCATION IN BENGAL
the class of money-lenders and retail-traders, agricultural ac-
counts only by the children of those families whose subsistence
is exclusively drawn from the land, and both accounts by those
who have no fixed prospects and who expect td gain their liveli-
hood as writers, accountants, &c. The following table shows the
number of schools in which each sort of accounts is taught
separately, or both together: —
Commercial
accounts only.
AgriciilturHl
accounts only.
Commercial
and agricultural
accouTits.
Moorsbedabad
7
11
46
Beerbhoom ...
36
17
328
Burdwau
2
5
COO
South Bebar ...
36
20
229
Tirhoot
4
8
68
This statement tends to show that vernacular instruction
is chiefly sought by the class neither strictly commercial nor
strictly agricultural, but it must be considered only an approxi-
mation to the truth, for it is evident that scholars who wish
to acquire commercial accounts only, or agricultural accounts
only, may attend a school in which both accounts are taught.
Still if the demand for both accounts was not general, schools
in which both are taught would not be so numerous.
Ninth. — Exclusive of native accounts taught in native
schools, and Christian instruction communicated in Missionary
schools, we have here some means of judging of the extent to
which written works are employed in the former and of the
nature of those works. The following table exhibits the num-
STATE OF EDUCATION IN BENGAL
253
ber of schools in which native written works are, and the num-
ber in which thej are not, employed: —
Native scbools in
which written works
are employed.
Native schools in
which written works
are not employed.
Mooraliedabad
39
! 28
1
Beerbhooin
13
! 39b
1
Burdwan
426
1 198
1
South Behar
2
1 283
Tirhoot
11
1
! 69
With regard to the nature of these works, the employment of
the Amara Koslia, tlie Aslita Sabdi, Ashta Dhatu, Subda-Sw
hanta, and the verses of Chanakya as school-books in some of
the vernacular schools of the Bengal districts indicates a higher
grade of instruction than I had previously believed to exist in
those schools. With tlic exception of the verses of Chanakya,
the other works mentioned are grammatical, and their use is
said to have been at one time general, which would imply that
they are the remains of a former superior system of popular
instruction preparatory, in the case of those who could follow
it up, to the more enlarged course of learned study. The re-
maining works used in the common schools rank low’ as com-
positions, and consist, for the most part, of the praises and
exploits of the gods recognized by the established religion of
the country.
Most of the topics noticed under this section would admit
of extended illustration, but I have preferred merely suggesting
them to the reflection of the readers of this report.
SECTION VII
Sanscrit Schools
The next class of schools is that in which the literature,
law, philosophy, and religion of the Hindus are taught through
264
STATE OF EDUCATION IN BENGAL
the medium of the Sanscrit language; and with reference to the
number of seminaries and students, the nature of the influence
which learned Hindus possess, and the amount of the popu-
lation over whom it is exercised, this can be considered inferior
in importance only to the class of vernacular schools from
which the great body of the people derive the chief part of the
instruction they receive.
City and District of Moor shed a bad
In twenty thanas of this city and district there are 24
Sanscrit schools with the same number of teachers, whose
average age is 46*2 years. All the teachers are Brahmans, 13
being Varendra, 8 Earhi, and 3 Vaidika Brahmans.
The various sources of income to vernacular teachers, as far
as they could be ascertained, were reduced to a monthly rate;
but the receipts of learned teachers, although generally larger
in amount, are obtained at such uncertain intervals that they
found it more convenient to give me an annual estimate. The
average of the annual receipts of 24 teachers is 123 rupees,
derived principally from the presents received on the occasion
of ceremonial invitations, and occasionally from other sources.
One teacher receives a pension from Government of five rupees
per annum, paid quarterly. I could not ascertain the origin
of this payment. Another teacher has a pension of 60 rupees
per annum originally bestowed by Kani Bhawani and paid
through Government. The first order of Government on
the subject is dated 12th November, 1799; on the 17th July,
1822, the Collector reported the institution to be well attended
and the pensioner qualified, and on the 10th September of the
same year the Board of Bevenue authorized the present in-
cumbent to receive the allowance in succession to his father.
As far as I could ascertain, the sole object of the endowment
is the encouragement of learning without any reference either
to religious worship, or hospitality to strangers. A third teacher
holds an endowment of ten bighas of land, yielding about one
rupee per bigha per annum : it is the remnant of 100 bighas
originally granted by Eajah Eama Kanta to his grandfather
and subsequently divided and sub-divided amongst descendants
who do not belong to the profession of learning, from which it
STATE OF EDUCATION IN BENGAL
265
would appear that the object of the endowment has been, in a
great measure, defeated. It was stated to me that the original
sanad for 100 bighas was lost, but that a certificate of the
validity of the endowment given by Mr. Hely, the Collector of
1801, is in existence.
Connected with the present means of subsistence enjoyed
by learned teachers is a consideration of the amount of en-
couragement formerly given to the same class. One teacher
stated that at one time he received five rupees a month from
one, and four rupees a month from another, neighbouring
zemindar, — both of whom had discontinued these payments
for the last three years on the plea of diminished means. The
pandit did not appear to doubt that the cause assigned was the
real one. In another case it was stated that about ten or
twelve years ago an endowment of 60 rupees a year, estab-
lished by Eani Bhawani and paid through the Government, was
discontinued. It was paid first to Jayarama Nyaya Pancha-
nana, and afterwards to his nephew Chandreshwar Nyayalan-
kara, on whose death it was withheld, as he left no heir. Those
who mentioned this endowment considered that it was exclu-
sively designed for the encouragement of learning, and that it
was intended to be of permanent obligation. A similar opinion
was not expressed respecting numerous other endowments
stated to have been resumed about 20 or 25 years ago, and
amounting to 8,000 or 10,000 rupees per annum. They were
grants of the Eani Bhawani, and were enjoyed by upwards of
thirty individuals, but it was distinctly admitted that they had
been given only for life, and that the resumption was proper.
The object of these endowments was stated to be the encourage-
ment of learning, which was very carefully distinguished ^ from
the object of certain other endowments established by the same
Eani and still enjoyed to the extent of 30,000 rupees by up
wards of sixty persons. Brahmans, Vaishnavas, female devotees,
Musalman faqirs, and reduced zemindars. The information I
obtained respecting those resumed endowments was not of
that determinate character which it would have been satisfac-
tory to me to report, and I endeavoured to procure more pre-
cise details in the Collector's Office but without success. I shall
not be surprised if the statements made to me should be found
erroneous, and I have the satisfaction of knowing that means
256
STATE OF P:DUCATI0N IN BENGAL
have been taken to obtain, through the appropriate channel of
resumption-officers, complete information respecting endow-
ments for educational purposes whether resumed or unresumed,
with the purpose of faithfully applying all that may be dis-
covered to their legitimate objects.
Krishnanatha Nyaya Punchariana, the pandit already men-
tioned as enjoying an endowment of 60 rupees per annum
paid through the Government, possesses a distinguished repu-
tation amongst learned natives throughout Bengal. Several of
his pupils are settled as teachers of learning at Nuddea; he is
in official employmer]!, as the pandit attached to the Court of
the Civil and Sessions Judge of Moor she dab ad; and both his
learning and office as well as his wealth, which amounts, how-
ever, only to a moderate competence, give him high considera-
tion in native society. The only species of literary composi-
tion he apr)ea]‘s to liav(‘ attempted is tliai dese7d])tion of propo-
sitions which it is usual for the professors of logical philoso-
phy to discuss at the meetings of the learned. None of the
other pandits are authors.
Almost every pandit has a separate school-house either
built at his own expense, or at the cost of a former or pre-
sent benefactor. The amount varies from 25 rupees to 400,
and, of course, the extent of the accommodation varies with
the outlay.
In 24 Sanscrit schools there are 153 students, averaging
6-3 to each school. Of the total number of students. 106 were
present and 47 absent at the time the schools were visited;
41 are natives of the villages in which the schools are situated
and 112 natives of other villages, and one is of the Kayastha
or writer-caste, and 152 are Brahmans.
The following are the different studies pursued in these
schools and the number of students engaged in each at the
time the schools were visited: —
Grammar ... 23 Law ... 64
Lexicology ... 4 Logic ... 62
Literature ... 2 Myjthology ... 8
The age of each student was recorded with reference to
three distinct periods, viz., the age at which he commenced
the study he was then pursuing, his present age, and the prob-
STATE OF EDUCATION IN BENGAL
257
able age at which he would complete the study of the branch
of learning on which he was then engaged. It will be noted
that two of these periods are certain, and that one is pros-
pective and conjectural. The following is the average age, at
each period, of the students belonging to each branch of learn-
ing:—
Grawiriiar
11-9
15-2
18-8
Lexuology
18-
19-2
20-2
Liitraiuie
16-
25 -
26-.5
Law
23.6
28 7
3?-2
L gK‘
21-
26.ri
34*6
Mythology
29.1
31-1
33-6
Grammar, lexicology, and
literature,
which
includes poeti-
cal and dramatic productions,
although begun in
succession are
generally studied simultaneously, and the same
remark is, in
some measure, applicable to law and logic. Taking, however,
each branch of learning separately, it would appear that the
study of grammar occupies about seven years, lexicology about
two, litearture about ten, law about ten, logic about thirteen,
and mythology about four.
In describing the works employed as text-books in each
branch of learning, all that can be attempted in this place is
to give the names of the principal books. In grammar, the
Mmjhdkahodha with the Kaintarkavagisi commentary and the
Kalapa with the commentary of Trilochana Dasa are chiefly
used. In lexicology, the Amara Kosha is the only work em-
ployed. In general literature, the Hitopadesa and Bhatti Kavya
are read. In law, the following Tatwas or treatises of Raghu-
nandana, viz., Tithi, Prayaschitta, Udhaha, Suddhi^ Sraddha,
Ahnika, Ekadasi, Malamasa, Samayasuddhi, and Jyotisha, are
first studied; and these are followed by the Dayahhaga and Pra-
yaachitta Viveka. In logic, the works in use are the Mathuri
commentary of Vyapti Panchaka; the Jagadisi commentary of
PuTVd Paksha, Savyabhichara, and Kevalanwaya; and the Gada-
dhari commentary of Avayava and Satpratipaksha, all, of course,
including their respective texts; the Sahdaaaktiprakasika by
Gadadhar is also read. In mythology, the Bhagavata Purana,
and the Bhagavad Gita, a book of the Mahabharata, are read.
Students as well as teachers sometimes receive presents on
public occasions, and in certain seasons of the year the more
indigent travel about as religious mendicants, the small sums
258
STATE OP EDUCATION IN BENGAL
thus obtained being employed to defray those expenses which
their relations or teachers do not enable them to meet. Of the
24 Sanscrit schools the students of 10 receive nothing in either
of the ways above mentioned, and the students of 14 receive
various sums the annual average of which is rupees 7-13. This
is the annual average, not to each student, but to all the students
of each school taken collectively; and with reference to the
average number of students in each scliool, it gives little more
than a rupee annually to each student.
District of Beerblioom
This district contains 56 Sanscrit schools, of which one
village contains five and another three, four villages contain
two each, and forty villages contain one each.
The number of teachers is 58, of whom 53 are Earhi and
four are Varendra Brahmans, and one is of the Vaidya or medi-
cal caste. The number of teachers is greater by two than the
number of schools, one school being taught by a father and son
and another by an uncle and nephew. The average age of the
teachers is 45-6 years.
Two of the teachers receive no invitations or presents, but
like most of the rest give their instructions gratuitously to the
students. The others derive their support from the following
sources : —
Rs. As. P,
60 teachers estiiiiate that they receive annualJy at assem-
blies to which they are invited ... 2,628 0 0
1 teacher receives, in the form of presents and annual salary 150 0 0
1 ,, ,, ,, of annual salary ... 60 0 0
1 ,, ,, ,, of fees and perquisites ... 43 8 0
1 ,, ,, ,, of presents, salary, and fees 108 0 0
Thus 54 teachers receive in all rupees 2,889-8, which
averages to each teacher rupees 53-8-1 per annum. One of
those who receive nothing supports himself and contributes to
the support of his pupils by farming. One of those who accept
invitations and presents adds to his income by the ceremonial
recitation of the Puranas, another has the proceeds of a temple
assigned to him by the officiating Brahman, and a third refuses
to accept invitations and presents from all of the Sudra caste.
STATE OF EDUCATION IN BENGAL
259
One teacher, now dependent on occasional presents, formerly
had an annual allowance of rupees 100 from the Eani Bhawani
which has been discontinued since her death; and in another
case the inhabitants of the village subscribed to give the father
of the present teacher an endowment of sixty bighas of land,
for which they paid the zemindar rupees 24 a year; but since
the death of the father, the zemindar has resumed the land
although he still requires and receives the increased revenue
from the villagers. The sole object of the endowment was the
encouragement of learning. Three teachers are in the enjoy-
ment of endowments of land consisting — two of 25 bighas each,
and one of about 50 bighas. It is the medical teacher who re-
ceives rui^ees 108 mentioned above, which sum includes both
presents and an annual allowance from his patron and also the
proceeds of his general practice.
Among the learned teachers of this district, the following
are the names of those who claim the distinction of being
authors, and of the works they profess to have written: —
Jagaddurlabha Nyayalankara, dwelling at Nandur in the
Sakalynpur thana, has written four works in Sanscrit, — first,
JJddhaxHi ('hamatkar, containing 175 slokas, relating to an in-
cident in the life of Krishna connected with his friend Uddhava;
second, a commentary on the preceding; third, Pratinataka, a
drama divided into seven parts, containing 532 slokas, on the
history of Eama; and fourth, u commentry on the preceding.
Viseswar Siddhantavagis, dwelling at Tikuri in the Ketugram
thana, has written a work in Sanscrit called Duti Samhad, con-
taining 11 slokas, on the history of Krishna.
Viswambhar Vidyaratna, the medical teacher, dwelling at
Sonarundi in the Ketugarm thana, is now engaged in the com-
position of a work in Sanscrit in support and illustration of the
doctrines of Susrusha Charaka, a medical text book; he pur-
poses printing his own production,
liukminikanta Vidyavagis, dwelling at Banwari Abad in
the Ketugram thana, professes to have written the following
works: — First, a commentary called Vichar Tamngini, con-
taining 400 pages in prose, on Alankara Kaustubha, — a work on
rhetoric; second. Rasa Tarangini, containing 80 pages in verse,
on the amours of Krishna; and third, Banamali Charitra Chan-
drica^ a drama of about 100 pages in mixed verse and prose,
260
STATE OF EDUCATION IN BENGAL
chiefly in Sanscrit, but intermixed with the Pracrita, Magadhi,
Sauraseni, Maharashtri, Paisachi, and Apabhransa dialects ac-
cording to the characters of the person introduced.
Good school-houses are not common in this district, parti-
cularly towards the north and west. The teachers ver^ fre-
quently accommodate iheir pupils in haithah-l’hunas and chandi
mandaps. One school-house built by a patron cost Eupees 200,
and another built by the teacher cost Rupees 5. There are
others of an intermediate character, but generally built by the
teachers.
In 56 Sanscrit schools there are 803 students, averaging
7-01 to each school; of the students, one is a Daivajna, a de-
graded class of Brahmans; three are Vaishnava,^, or followers of
Vishnu; nine are Vnidyas, or of the medical caste; and the rest
are regular Brahmans . The natives of the villages in which the
schools are situated amount to 254, and those of other villages
to 139, and the average age of 371 students was 20*7 years.
The following is an enumeration of ihe studies pTirsued, and
the number of students attending to each: —
Grammar ... 274
Lexicology ... 2
Literature ... 8
Rhetoric ... 9
Law ... 24
Logic . . 27
Vedanta ... 3
Medicine ... 1
Mythology ... 8
Astrology ... 5
It will be observed that while the number of students of
the medical caste is nine, there is only one actually engaged
in the study of medical works. The reason is that, be-
fore commencing the study of medical works, it is deemed re-
quisite to pass through a course of grammar and general lite-
rature, and in this preliminary course the remaining eight
students were engaged when the school in question was visited.
In grammar, the works used as text-books are Panini with
the Kaumudi commentary, Sanhshipta f^ar with the Goyichan-
dri commentary, and the Mugdhabodha; in lexicology, the
Amara Kosha; in literature, the Bhafti Kavya^ Raghuvanm,
Naishadha, and Sakuntala; in rhetoric, the Kavya Prahasa,
Kavya Chandrica, and Sahitya Darpana; in law, the Tithi,
Ahnika, and Prayaschitta Tattwas of Raghunandana, and the
Daya Bhaga; in logic, the Jagadisi commentary of Siddhanta
state op education in BENGAL
261
LaksVana and VyadhihamnadharmaimccMnnahhava, and the
Mathuri cornmentarj of the Vyapti Panchaha\ in the Vedanta
or theology of the Veds, the Vedanta Sara; in medicine, Nida-
na: in mythology, the Bhagavata Parana; and in astrology, the
So may a Pradipa and Dipika.
The students of 21 schools receive nothing in the form of
presents, or by mendicancy. Those of 35 schools receive
rupees 252-12, averaging about rupees 7-3-6 annually to the
students collectively of each school.
District of Burdwaii
The district contains 190 Sanscrit schools, of which two
villages contain six each, one village contains five, three vil-
lages contain four each, seven villages contain three each,
twenty-seven villages contain two each, and eiglity-six villages
contain one each.
The number of learned teachers is the same as the num-
ber of schools, and their average age is 45-2 years. One
hundred and eighty are Earhi, four Varendra, and two Vaidika
Brahmans, and four are of the Vaidya or medical caste.
The following are the annual receipts, estimated by them-
selves, of the whole body of teachers: —
Es.
185 receive in the form of presents at assemblies 10,928
1 receives in presents and monthly allowance ... 376
2 receive by medical practice ... 500
1 receives by medical practice and in the form
of monthly allowance ... 156
1, a medical professor, practises as well as
teaches gratuitously.
Thus 189 professors of learning receive in all rupees 11,960,
averaging to each per annum rupees 63-4-5. Of the two teachers
who receive monthly allowances, one is a learned Brahman
and the other a learned Vaidya, and the Eajah of Burdwan is
the patron of both. There are only two teachers holding en-
dowments of land, one amounting to eight and the other to
ten bighas of land, the former yielding about eighteen, and the
latter about fifteen rupees a year.
262
STATE OF EDUCATION IN BENGAL
Kalidasa Sarvabhauma, dwelling at Ambika in the Culna
thana, has made a translation into easy Sanscrit and also
into Bengali of those portions of Manu and R^itakshara which
relate to criminal law, and also a translation ' into Bengali of
that portion of the Mitakshara which treats of the law of
usury.
Gurucharana Panchanana, dwelling at Baguniya in the
Oanguriya thana, is the author of a drama in Sanscrit, entitled
Srikrishna Lilamhudhi, containing 50 leaves or 100 pages, in
mixed prose and verse, on tlie amours of Krishna.
Iswarachandra Nyayaratna, dwelling at Bara Belun in the
Balkrishna thana, has written three works in Sanscrit, viz.,
Gaura Chandniinrita on the incarnation of Chaitanya ; Mano-
duta, legendary; and Mvkti [>ipika, a comparative view of the
means of obtaining final absorption according to the six schools
of philosophy. These three works contain about 1,200 slokas.
He is also engaged on a commentary illustrative of the Nyaya
doctrine.
Krishnamohana Vidyabhushana, dwelling at Mahtab in
the Balkrishna thana, claims to have written a commentary
on Alankara Kaustuhha, a work on rhetoric, containing 300
leaves or 600 pages; and Bayu Duta, a work of general litera-
ture in verse, containing 10 or 12 leaves.
The most voluminous native author I have met with is
Baghunandana Goswami, dwelling at Maro in the Potna thana.
The following is an enumeration of his works: —
1. A commentary on the Chandomanjuri^ a treatise on
prosody, so framed as to express the praises of
Krishna.
2j, A commentary on Santi Sataka, a work on abstraction
from the world,.
3. Sadachara Nirnaya a compilation from the laws on the
Vaishnava ritual, containing 140 leaves or 280 pages
in prose and verse; a copy is in my possession.
4. Dhatu Dipa, a metrical explanation of Sanscrit roots
in the order of the ten conjugations, containing 500
filokas.
0. Aunadika Koeha^ a metrical dictionary of works com-
prising the Unadi postfixes in ttro parts, of which
state of education in BENGAL
268
one contains words having more meanings than one,
and the other words of only one meaning, 300
filokas.
6. Ragarnava Tarini, a compilation from various medical
works on the treatment of disease, containing 174
leaves or 348 pages, part being in verse, extending
to 6,000 slokas.
7. Arishta Nirupana, a description of the various signs or
symptoms of approaching death, a compilation in
verse of 400 slokas, contained in 14 leaves or 28
pages.
8. Sarira Vivritii, a treatise on the progress of gestation
and on the seats in the human body of the various
humours, &c., in prose and verse, comprised in 22
leaves or 44 pages.
9. Lekha Darpana, on letter writing, principally in prose,
15 leaves or 30 pages.
10. Dwaita Siddhanta Dipika^ a defence of the distinction
between the human and divine spirits in opposition
to pantheism, contained in 71 leaves or 142 pages.
11. Hariharastotra, the praises of Vishnu and Siva, in
nine slokas, so composed that every si oka has two
senses, — of which one is applicable to Vishnu and
the other to Siva; n copy is in my possession.
12. Siva Sarmadastotra, 8 slokas, containing a double
sense, one expressing the praises of Siva and the
other some different meaning.
18. A commentary on the preceding.
14. Y amakavinoda^ 8 slokas, containing the praises of
Krishna, written in a species of alliteration by a re-
petition of the same sounds; a copy is in my pos-
session.
15. A commentary on the preceding; a copy is in my pos-
session.
16. Bhavanuprasa, eight slokas, containing the praises of
Krishna, in a species of alliteration.
17. Antaslapika^ four slokas, in question and answer so
framed that the answer to one question contains
the answers to all the questions in the same sloka.
264
STATE OF EDUCATION IN BENGAL
18. Radha Krishnastotra, eight slokas, containing the
praises of Radha and Krishna, and so framed that
they may be read either backward or forward.
19. A commentary on the above, consisting of 2 leaves or
4 pages.
20. A specimen of Alata Chahra Bandha, two slokas, so
framed that each sloka contains materials for 64 slokas
by the transposition of each letter in succession from
the beginning to the end, — first the thirty-two syl-
lables from left to riglit, and afterwards the thirty
two from right to left.
21. Sansaya Safani, a commentary on Ihe Bliagavata
Parana, now in progress of composition.
22. A commentary on Yama Shatpadi, whicli contains the
praises of Narayana by Yama.
23. Stavakadamha, 76 slokas, containing the praises of
Saraswati, Ganga, Yamuna, Nilyananda, Chaitanya,
Vrindavana, Krishna, and Radhika.
24. Govindarupamrita , 41 slokas. (containing a description
of the qualities of Krishna.
25. Kriakna Krli Suddhahar, 400 slokas, on the loves of
Radha and Krishna, principally occupied with the
period extending from the jealousy of Radha to her
reconciliation with Krishna.
2(). Commentary on the above, of 37 leaves or 74 pages.
27. Gnvinda Mahodaya, 800 slokas, containing the history
of Radha ’s eight female friends or attendants.
28. Govinda Charitra, 350 slokas, containing the lamenta-
tion of Radha on account of her separation from
Krishna.
29 Bhakta Mala, 5,000 slokas, explanatory of the different
forms in which Krishna has been propitious to his
votaries, translated from Marwari into Sanscrit.
30. Durjnana Mihira Kalanala, a defence of the doctrine of
the Vaishnavas.
31. Bhakta Lilamrita, a compilation from the eighteen
Puranas of every thing relating to Krishna.
32. Parakiya Mata Khandana, an attempt to establish that
the milkwomen of Vrindavana with whom Krishna
STATE OP EDUCATION IN BENGAL 266
disported were his own wives, and not those of the
milkmen of that place.
33. A commentary on Kavi Chandra’s praise of Hara and
Gauri (Siva and Parvati), consisting of 10 leaves or
20 pages.
34. Desika Nirnaya, a compilation on the qualifications of
a spiritual guide and on the tests by which one
should be selected; a copy is in my possession.
35. A commentary on Srutyadhyaya, one of the books of
the Bhagavata Purana on the history of Kadha and
Krishna, consisting of 22 leaves or 44 pages.
36. Kmhnavilasa, ICK) slokas, on the amours of Krishna.
The preceding works are written in Sanscrit; the fol-
lowing cliiefly in liengalee, viz.,
37. Rama Rasayana, the history of Rama, written on 889
leaves or 1,778 pages, containing 30,000 slokas.
38. Pair a PrakasQf 8 leaves or 16 pages, on letter writing,
the example in Sanscrit and the explanation in
Bengalee.
Ram Cornala Kavibhushana, of the medical caste, dwelling
at Burdwan in the Biirdwan thana, has written Nayanananda
Nataka, a drama of about 300 slokas, illustrative of the life and
actions of the late Rajah of Burdwan; and Vadarthadarsaj a
treatise on grammar, contained in about 50 leaves or 100 pages.
Radha Kanta Vachaspati, dwelling at Chanak in the Man-
galkot thana, has written the following w^orks, viz. : — Nikunja-
vilam, a drama consisting of 60 leaves or 120 pages, illustrative
of the loves of Radha and Krishna, and written in Sanscrit,
Pracrii, Paisachi, Apabhransa, Maharashtri, Magadhi, and
Sauraseni; Surya Panchasata, a poem in praise of the sun, con-
sisting of 30 leaves or 60 pages; and Durga Sataka, containing
ibe praises of Durga in a hundred slokjis.
The majority of the teachers have school-houses either
built at their own charge, or at the expense of patrons and
friends, or by the subscriptions of the most respectable inhabit-
ants of the village where the school is situated. In those ins-
tances in which there is no regular school-house, the Baithah*
khana or chandimandop of the pandit, or of some wealthy
f^'iend, answers the purpose.
20— 1326B.
266
STaTK of education in BHNGAt^
In 190 Sanscrit schools there are 1,358 students, averaging
7*1 to each school. Of the total number 590 are natives of
the villages in which the schools are situated, and 768 natives
of other villages. They are thus distributed in respect of
caste : —
Brahmans ... 1,296 Daivajnas ... 11
Vaidyas ... 45 Yaishnavas ... 6
m
The students of 105 schools receive nothing in the form
of presents or by mendicancy. Those of 85 schools receive
rupees 391, averaging rupees 4-9-7 annually to the students
collectively of each school. The following is an enumeration oi
the studies pursued and the number of students engaged in
each : —
Grammar
... 644
Vedanta
... 3
Lexicology
... 31
Medicine
... 15
Literature
... 90
Mythology
... 43
Rhetoric
... 8
Astrology
... 7
Law
... 238
Tantras
... 2
Logic
... 277
The following is the average age of the students belonging
to each branch of learning at each of the periods formerly men-
tioned : —
Grammar
11-4
... 16-2
... 20-7
Lexicology
16-7
... 16-4
... 17-8
Literature
18-6
... 21-4
... 24-9
Rhetoric
23 -e
... 23*8
... 27-1
Law
23-2
... 27-6
... 33-6
Logic
17-8
... 22-2
... 290
Vedanta
24-3
... 31-3
...’' 84-6
Medicine
16-2
... 20-5
... 24-2
Mythology
24-6
... 27-7
... 81-6
Astrology
23-4
... 26-7
... 80*5
Tantras
27-5
... 320
... 82-6
The following works are read: — In grammar, the Daurga-
dasi and Ramtarhavagm commentaries of the Mughdhabodha,
and the Hannamamriia grammar by Mulajiva Goswami; in liter*
ature, the Kumar Samhhava, Magha^
and Padanha Duta;
law, the Suddhi, Udvaha^
Sraddha,
Ekadasi,
Medamasaf and
state of education TN BENGAL
267
Jyotisha Taiwan, and the Mitakshara; in logic, the Jaga^isi com-
mentary of Vyapti Panchaka, Sinha Vyaghra, Avachhedokia-
nirukti^ Vyapti Grahopaya, Samanya Laknhana, Pakshata,
PammarHa, KcvaJanwayi, and Samanya Nirukti, tlie Mathuri
commentary of Tarka, the (Jadadhan commentary of Anumiti and
Satpratipakslia, the JagadiHi and Gadadhan commentaries of
Visesa Vyapti, Avayava, Sa vvahhicdiaia, and Hetwabhasa, and
the Sabdifnaliiipi'akanika, Saktdxida , M aklihada , Bauddlia Dhik-
h'ara^ Pramanyahada, Ijilavati, and K aHinnanjaJi ; in the Vedanta,
Sankarabhanh ya and Panchadani; in medicine, Sarahgadhara
Sanhita^ (dmraka, Vyakbya Madba Kosha, and (Uiakrapani; in
mythology, Ramayana and Bhagavad Gita: in astrology, Jyoti^
sha Sara; and in the 'J’antra, Tantra Sara.
District of South TSeliar
This district contains 27 Sanscrit schools, of which one
village contains six, three villages contain two each, and fifteen
villages contain o!ie each. The number of teachers is the same
as the number of schools, and their avei*age age is 43*9 years.
They are all Brahmans, seventeen Sakadwipi Brahmans, four
Kanyakubja, four Maithila, one Sarajupariya, and one Sona-
dhya.
Of the whole body of teachers, seven give their instructions
gratuitously without deriving any emoluments from patrons. Of
these, one, in consequence of the resumption of a small endow-
ment he had, has withheld the pecuniary aid he formerly gave
to his pupils; and three rent each a small farm which they
cultivate by hired labour. The rest appear to be dependent on
the other members of their own families. Twenty teachers
furnished the following estimates of the amount of their annual
I (iceipts : —
Bs.
1 receives a monthly allowance from a patron ... 120
2 receive by officiating as priests about ... 85
1 receives proceeds of an endowment, ... 100
1 receives monthly allowance and proceeds of endowment 104
1 receives monthly allowance and by public recitation 340
2 receive in presents of money and uncooked food 274
1 receives proceeds of an endowment and by officiat-
ing a^ a priest
76
208
STATE OF EDUCATION IN BENGAL
Bs.
1 receives as an initiating priest and by public recitations 10
1 receives as a family priest and by public recitations 200
1 receives a monthly allowance, village subscriptions,
and proceeds of an endowment ... ... 49
1 receives a monthly allowance, proceeds of an en-
dowment, and presents of uncooked food ... 642
1 receives in presents of money and uncooked food,
and proceeds of an endowment ... ... 60
5 receive monthly allowances and presents of money,
and uncooked food ... ... 4,942
1 receives as an initiating priest, as an officiating
family priest, as a reciter of the Puarnas, and
in the form of occasional presents ... 400
Thus 20 teachers receive in all about rupees 7,402, averaging
to each rupees B70-1-7 per annum. The endowed lands in ex-
tent vary from five to a hundred and fifty bighas, and in value
from one to four rupees per high a.
As far as I could ascertain, there are only two teachers in
this district who are known as authors. Cbakrapani Pandit,
dwelling at Tikari in thana Sabibgunge, has composed the fol-
lowing works in Sanscrit, viz: — 1. Durga RatnamaJa, a com-
mentary on Sapta Sati, a sub-division of the Markandeya
Purana, contained in 200 leaves or 400 pages. 2. Durjuana-
'm.ukhacliapotika (a slap on the face to the ignorant), a treatise
on the law of inheritance, &c., ojiposed to the school of Eaghu-
nandana, written on 150 leaves or 300 pages. 3. Sarada, a
commentary on Sabdendu Sekhara, itself a commentary on the
Siddhanta Kaumudi, or Panini grammar, written on 200 leaves
or 400 pages. 4. Marti Prakasika, a commentary on Kaiistubha,
itself a commentary on the 8th Chapter of Panini, written on
180 leaves or 860 pages. 5. Sakii Khandika, a logical treatise
on the powers of words in the form of a commentary on Man-
jusha on the same subject, written on 70 leaves or 140 pages.
Hara Lai Pandit, a resident of the same place, is the author
of two works, viz: — 1. Sabda Prakasa, a commentary on Sab-
dendu Sekhara, written on 500 leaves or 1,000 pages; and 2.
Paribhasha Tatwa Prakasa, a commentary on Pari Bhashendu
Sekhara, itself a commentary on the Siddhanta Kaumudi,
written on 125 leaves or 250 pages.
About half of the pandits have school-houses built at their
own cost, or that of their patrons; and the rest avail them-
state of education in BENGAL
selves of the accommodation afforded by a threshold, an out-
house, or a temple.
In 27 Sanscrit schools there are 437 students, averaging
16-1 to each school. They are all Brahmans, and of the whole
number 154 are natives of other villages. The students do not
acquire any portion of their subsistence by mendicancy. The
majority of them are supported by family -funds, and others
partici])ate in the allowances of food granted by the patrons of
the teachers. In one instance the allowance of uncooked
articles of food made to the teachers expressly for the benefit
of the students was estimated at rupees 1,104 per annum, in
another at rupees 900, and in a third at riqiees 360; in the last
mentioned case the number of students enjoying this aid being
limited to fifteen. The whole of these have been included in
the preceding estimate of the receipts of teachers. The follow-
ing are the studies pursued, and the number of students en-
gaged in each : —
Grammar
. 356 Logic
... 6
Ijexicology
8 Ijaw
... 2
Literature
16 Khetoric
... 2
Vedanta
. . 5 Mythology
... 22
Miinansa
. . 2 Astrology
... 13
Sankhya
, . 1 Tantras
... 2
JMedicine
.. 2
The following is the
average age of the students belonging
to each branc'h of learning at each of the periods formerly men-
tioned : —
Grammar
... 11-5 ... 17-3
... 24-4
Lexicology
... 15-5 ... 19-6
... 23-8
Literature
... 16-6 ... 180
... 23-4
Khetoric
... 200 ... 220
... 24-0
Law
... 18-5 ... 21-0
... 26-6
Logic
... 22-1 ... 241
... 28-5 '
Vedanta
... 13-2 ... 13-8
... 16-6
Mimansa
... 22-5 ... 24-5
... 28-5
Sankhya
... 210 ... 230
... 280
Medicine
... 180 ... 25-0
... 290
Mythology
... 19-6 ... 21-9
... 26-8
Astrology
... 170 ... 19-8
... 201
Tantras
... 26-5 ... 27-5
... 380
210
STATE OF EDUCATIOl^ IN ^ENGAL
The following works are read in the schools : In grammar
Mahabhashya by Patanjali, interpreting or correcting Katyaya-
na’s annotations on Panini’s rules; Sahda Kausiuhha by Bhattaji
JMkshita, consisting of scholia on Panini, left ihcomplete by the
author; Siddharita KamnmU by Bhattaji Dikshi^a, a grammar in
which Panini’s rules are used, but liis jirrangemeiit changed;
Manorama by the same author, containing notes on his own
work; Sabdendu Sekhara by Nagoji Bliatta, a commentary on
ISiddhanta Kaumudi; Sabdaratna by Hari Diksliita, a commentary
on Bhattaji 's notes on the Manorama; Chandrica by Swayam-
prakasaiianda, interpreting the Paribhashartha Sangraha, a com-
mentary on the maxims of interpretation from ancient gram-
marians cited in the Varticas and Bhashya as rules for inter-
preting Panini’s aphorisms; Paribhashendu Sekhaya by Nagoji
Bhatta, a brief exposition of the same maxims; Vaiyakarana-
bhudhana by Konda Bhatta, on syntax and the philosophy of
grammatical structure; Vaiyakarana Siddhania Manjuaha by
Nagoji Bhatta, on the same subjects; and Saraswati Prakriya by
Anubhuti Swarupacharya, a grammar founded on seven hundred
rules or aphorisms pretended to have been received by the author
from the goddess Saraswati. In lexicology, the Amara Kosha,
In literature Haghuvansa^ Magha^ Purva Naiskadha, and Bhara-
viya or Kirata Kavya. In rhetoric, Kavya Prakasa. In law,
Mitakshara and Saroja Kalika. In logic, Siddhanta Muktavali^
the Gadadhari commentary of Vyapti Panchaka, the Jagadisi
commentary of Vyadhikaranadharma-vachkinabkava and the
Bhaska-Panchheda. In the Vedanta, Vedanta Paribkaska. In
Mimansa, Adkikarana Mala. In Sankhya, Sankkya Tatwa
Kaumudi. In medicine, Sarangadkara. In mythology, Hari-
vanaUy and Sapta Sati^ a chapter of the Markandeya Purana. In
astrology, Muhurta Ckintamani, Mukurta Martanda^ Muhurta
Kalpadruma, LUavafi^ and Sigkrabodka; and in the Tanira,
ISarada IHlaka.
District of Tirhoot
This district contains fifty-six Sanscrit schools, of w^hich one
village contains five, four villages contain three each, six villages
<*-ontam two each, and twenty-seven villages contain one each.
The number of teachers is the same, and their average age is
&‘rAl'B OF EDUCATION IN ^IGAL
271
47-3 years. They are all Brahmans, fifty Maithila Brahmans,
three Sarajupariya, two Kanyakubja, and one Sakadwipi.
Ot the body of teachers, six are independent of patronage,
and are either supported from the resources of their own fami-
lies, or support themselves by farming. The following are the
sources of income of the remaining fifty teachers: —
Es.
30 teachers receive, in the form of presents ... 1,165
4 ,, ,, proceeds of endowments ... 535
3 ,, ,, as officiating priests ... 134
2 ,, ,, by divination ... 100
1 teacher receives annual allowance ... 4
5 teachers receive presents of money and proceeds
of endowments ... 297
4 ,, receive presents of money and by divi-
nation . . . 250
1 teacher receives as officiating priest and by divi-
nation ... 30
I’ifty teachers thus receive an estimated income of rupees
2,515, averaging to each rupees 50-4-9 per annum. The practice
of divination is very common in this district, and it is a source
of income to men of learning which has not come to my know-
ledge else'wheren
None of the teachers have distinguished themselves by
written compositions, and amongst the whole body only two are
to be found having separate school-houses for the accommodation
of their students, and those built at their own cost, — in one
instance amounting to two, and in the other to ten, rupees.
The rest assemble their pupils in the verandas of their own
dwelling-houses.
In 66 Sanscrit schools there are 214 students, averaging 3’8
to each school. They are all Brahmans, 147 of them being
natives of the villages in which the schools are situated, and 67
natives of other villages. The students of three schools received
in the form of occasional presents rupees 65, which averages to
the latudents of each school collectively rupees 2140-8 per
annum. The prac^tice is for the teacher to give food only to
2?2
state of education in feElNGAt
foreign students if he can afford it, but it does not affect his
repute if he cannot, and does not, give them that assistance.
The majority of the students derive their c'hief, many their sole,
support from the resources of their own families.
Tlic following are the studies pursued, a‘^id the number of
students engaged in each: — \
Grammar . . . 127
Lexicology ... 3
Literature ... 4
Law ... 8
Logic
... 16
Vedanta
... 2
Mythology
... 1
Astrology
... 53
The following is the average age of Die .students belonging
to each branch of learning at eacli of the periods formerly men-
tioned : —
Grammar
«0 ...
160
... 24-3
Lexicology
20-6 ...
20-5
... 22-6
Literature
. 20-2 ...
210
... 25-5
Law
. 21-8 ...
25-2
... 3]-2
Logic
. 17-.') ...
26-2
... 35-5
Vedanta
160 ...
16-0
... 210
Mythology
. 20-0 ...
20-0
... 240
Astrology
12-3 ...
18-4
... 26-2
The following works are read in the schools of this district:
■ — In grammar, Sahcla Kamtuhha, Siddhania Kaumudi^ Mano^
rama, Sabdcnda Sehhara, Laghu Kaamudi, Chandrica, Sid-
dhajita MdnjusJm, and Saraswati Prahriya. In lexicology, Amaru
Kosha. In literature, Haghwama, Magha, and Kirata Kavya.
In law, Sraddha Viveha, Vivaha Tatwa^ Daya Tatwa^ Ahnika
Tatwa, and Mifaknliara. In logic, the Jagadisi commentary
of Siddhania Laksliana, Samanya Lakshana^ and Hetwabhasha^
Ahachhedoktanirukti^ the Gadadhari commentary of Vyapti
Panchaka^ and Pratyaksha Khanda, Pranianyabada, and Vyadhi-
karanadharmavachhinnabhava. In the Vedanta philosophy,
the Vedanta Sara. In mythology, the Bhagavata Purana. lu
astrology, Nilakanthia Tajaka^ Laghu Tajaka^ Vija Qhanta,
Vija Ganiia, Graha Laghava, Siddhania Siromani, Sripati Pad-
dhatif S.arva Sangraha, Surya Siddhania, Ratna Sara, Brahma
Siddhania, and Bala Bodha,
STATE OF EDUCATION IN BENGAL
‘ 2^8
SECTION VIII
General Eemarks on the state of Sanscrit Instruction
The preceding section (*oinprises the most important details
i-especting the state of Sanscrit learning in the districts visited,
and a few general remarks may contribirte to a (dearer apprehen-
sion and estimate of them.
rnf .— I'hvve is not. as far as I havi'. been able to observe
and judgif, any mutual connection or dependence between verna-
cular and Sans('rit scdiools. The former are not considered pre-
para toi‘y t.o the oiJitu', nor do the latter piofoss to complete the
(;ourse of study which has been begun elsewhere. They are two
separate classes of institutions, each existing for distinct (dasses
of society, — tlu‘ one for the trading and agricultural, and the
other fen- the religious and learned, classes. They are so un-
connected, that thti instruction in Bengali and Hindi reading and
writing, which is necessary at the commencement of a course of
Sanscrit study, is seldom acciuired in the vernacular schools, but
generally under the domestic roof; and unless under j)eculiar
circumstances, it is not extended to accounts, which are deemed
the ultimate object of vernacular sch(3ol instruction. It has
been already sIkjwii that an unusually small number of verna-
cular schools is found in (*ertain parts of the Beerbhoom district,
wbic'h have no institutions of learning; and it now appears that
in the Burdwan distric't, where vernacular schools comparatively
abound, there also schools of learning are most numerous. On
the other hand, in that division of the Tirhoot district which
contains the greatest number of s(*hools of Hindu learning there
are no vernacular schools at all ; and in the whole district the
vernacular schools are fewer, while the proportion of schools of
learning is greater than in any other district. It seems to fol-
low that the prosperity or depression of learning in any locality
does not imply the prosperous or depressed condition of verna-
cular instruction, and that the two systems of instruction are
wholly unconnected with, and independent of, each other.
Second . — Sanscrit learning is, to certain extent, open to all
classes of native society whom inclination, leisure, and the pos-
session of adequate means may attract to its study, and beyond
that limit it is confined to Brahmans. The inferior castes may
274
S^IATE OF EDUCATION IN BENGAL
study grammar and lexicology, poetical and dramatic literature,
rhetoric, astrology, and medicine; but law, the writings of the
six schools of philosophy, and the sacred mythological poems,
are the peculiar inheritance of the Brahman caste. This is the
distinction recognized in the legal and religious economy of
Hinduism, but practically Brahmans monopolize not only n
part, but nearly the whole, of Sanscrit learning. In the two
Behar districts both teachers and students, without a single
exception, liclong to that caste ; and the exceptions in the Bengal
districts are comparatively few. Of the class of teachers in
Moorshedabad all are Brahmans; in Becrbhoom, of 56 teachers,
one is of the medical caste; and in Burdwan, of 190, four are
of the same caste. It thus appears that the only exceptions to
the Brahmanical monopoly of Sanscrit teaching are native
physicians. In the ('lass of students in Moorshedabad, of 153
there is only one Kayastha; in Becrbhoom, of 393 students nine
are of the Vaidya or medical caste, three are Vaishnavas or
followers of Chaitanya, and one is a Daivajna or out-caste
Brahman — in all 13 and in Burdwan, of 1,358 students 45 are
Vaidyas, 11 Daivajnas, and six are Vaishnavas — in all 62, the
others in each case being Brahmans. Comparing Bengal and
Behar, the former appears to have taken a step in advance of
the latter in communicating to some of the inferior castes a
portion of the learning which it possesses, but even in Bengal
the progress in this direction is not so great as might have taken
place without running counter to the opinions and habits of the
people. Still it is an advance, and it has been made in Bengal
where in the department of vernacular instruction also a corres-
ponding advance has been made, and is making, by the very
lowest castes; showing that, while there is no established con-
nection between the two systems of instruction, the same general
influences are contributing to the extension of both.
Thir ^ . — The teachers and students of Sanscrit schools con-
stitute the cultivated intellect of the Hindu people, and they
command that respect and exert that influence which cultivated
intellect always enjoys, and which in the present instance they
peculiarly enjoy from the ignorance that surrounds tlrem, the
gen^ltl purity of their personal character, the hereditary sacred-
nbss of the class to which most of them belong, the sacredness
of the learning that distinguishes them, and the sac^redness of
S^TAl'^ OF FDUCATION IN BENGAL
27S
the functions they discharge as spiritual guides and family
])nest8. The only drawback on the influence they possess is the
general, not universal, poverty of their condition, increased by
the frequent resumption of former endowments. They are, not-
withstanding this, a highly venerated and influential portion of
native society, and although as a body their interests may be
opposed to the spread of knowledge, yet their impoverished
circunistances would make them ready instruments to carry into
('ffect any plan that should not assail their religious faith or
I’equire from them a sacrifice of principle and character. The
numbers of this important class of men in the district visited
are here exhibited at one view; —
Moorsheda-
bad
Beerbhoom
BurdwaD
South Behar
Tirhoot
Teachers
24
56
190
27
27
Students
153
893
1,358
437
214
Fourth . — The most favourable would probably not be a high
estimate of the practic.al utility of the different branches of
Sanscrit learning cultivated in these schools, but neither is that
learning to be wholly despised. So long as the language shall
exist, the literature it contains will constitute one of the most
precious remains of antiquity connecting itself by links clearly
I)erceptible, but not yet fully traced, with the history of almost
every people of W^cstern Asia and of Europe ; rfnd so long as the
Hindus shall exist as a distinct people, they will derive some of
their most inspiring associations and impulses from the great
literary monuments which belong to their race, and which the
progress of time will render more venerable, even when from the
progress of improvement they may cease to be regarded as
sacred. Viewed with reference to the present constitution and
wants of native society, Sanscrit literature may be considered
either as sacred, profane, or of a mixed character. The Tantra
scriptures, prescribing the ritual observances of Hinduism, are
exclusively religious. Law includes not only the prescriptions
of religion, but the rules of inheritance, contract, Ac., which are
reciognized by the British Government and are essential to the
276
STATE OF BDUCATIO^' IN BKNGAL
working of civil society. The six Darslianas, of which I have
found four taught in the schools, viz., tlie Nyaya, Vedanta,
Mimansa, and Sankhya, contain expositions not only of theolo-
gical doctrine and ritual observance, but systems of philosophy
on logi(', on spirit and matter, and on moral and legal obligation
The mythological poems, the Mahabharata and the Bhagavat
Purana, which arc generally read, contain a system of metaphy-
sical philosophy, disquisitions on political morality, and probably
remnants of true liistorv mixed up with the fables of heroes and
of gods. Astrology would be more correctly denominated arith-
mology, for it is the science* of computation in the widest sense,
and embra(*es not only divination and the casting of nativities by
the situation and aspect of the* stars, but also mathematical and
astronomical science. The native medical writings may be
worthy of much, but not of all, the contempt with which tlu*
native medical pi'ofession is regarded by Europeans at the pre-
sent day, for to calm observer the very supremacy of their
authority, which is so absolute and undisputed as to have
repressed all independent inquiry, observation, and (experiment,
would seem to imply no inconsiderable degree of merit in the
works to which such an influence has been so long conceded
Finally, the works on grammar, general literature, and rhetorical
(composition, will be valued as long as the i)hil()sophy of language
shall be studied, or the Sanscrit language itself employed as an
instrument for the expression of thought and sentiment. These,
and the collateral branches of learning constitute the national
literature of the Hindus, — a literature which needs not to be
created, but wdiich may be improved by the transfusion into it
of those discoveries in art, in science, and in philosophy, that
distinguish Europe, and that will help to awaken the native mind
from the sleep of centuries.
Fifth . — The native mind of the present day, although it is
asleep, is not dead. It has a dreamy sort of existence in separat-
ing, combining, and re-casting in various forms, the fables and
speculations of past ages. The amount of authorship shown to
exist in the different districts is a measure of the intellectual
activity which, however now misdirected, might be employed
for useful purposes. The same men who have wasted, and are
still wasting, their learning and their powers in weaving com-
plicated alliterations, recompounding absurd and vicious fictions,
state op education in BENGAL
277
and revolving in perpetual circles of metaphysical abstractions,
never ending still beginning, have professed to me their readiness
to engage in any sort of literary composition that would obtain
tlie patronage of (lovernment. It is true that they do not pos-
sess the knowledge which wc desire should bo communicated to
their countrymen ; but where the desire to bestow information
(exists on our ]jiirt, and the (lesir(‘ lo rec(‘ive it on theirs, all inter-
mediate obstacles will speedily disappear. Instead of regarding
them as indocile, intractable, or bigoted in n) a tiers not connect-
ed with religion, 1 have often been sur))i‘ised at the facility with
which minds under the influence of habits of thought so different
from my own have received and appreciated Ihe ideas which I
have suggested. Nor is it authors only who might be employed
in promoting the cause of public instruction, it is probable that
the whole body of the learned, both teacliers and students,
might be made to lend their willing aid towards tlio same object.
SECTION IX
Persian and Arabic Schools
The class of institutions next in importance to vernacular
and Sanscrit schools consists of those in wliic.h the Persian and
Arabic languages and the learning they contain are taught.
Persian and Arabic schools are so intimately connected that they
arc regarded here as one class.
City and District of Moorshedabad
%
In 20 thanas of this district there are 17 Persian and 2
Arabic schools ; but it is to be 'understood in this and in similar
cases that Persian is taught in the Arabic schools also, and that
sometimes an Arabic is distinguishable from a Persian school
only by the circumstance that one or two of the pupils have
begun the study of one of the earliest and easiest works on the
grammar of the Arabic language.
One village contains two Persian schools, and the remaining
J^eventeen, Persian and Arabic, are contained in the same number
of villages or mohallas.
There are nineteen teachers, all Musalmans, whose average
is 36*5 years, '
278
state of education in DRNCtAL
The following are the modes and amount of the remunera-
tion given to the teachers: —
Rs. As. P.
6 teachers receive monthly wages ... 68 0 0
1 teacher receives fees and uncooked food • • • 6 8 0
3 teachers receive fees and subsistence-money 17 8 0
1 teacher receives monthly wages and annual
presents ... 4 2 8
1 ,, ,, monthly wages and annual
allowance ... 7 2 8
3 teachers receive monthly wages and per-
quisites ... 38 0 0
2 ,, ,, fees, subsistence-money,
and annual presents 21 2 8
1 teacher receives fees, subsistence-money,
and uncooked food ... 5 0 8
1 ,, ,, fees, subsistence-money,
weekly and annual
presents ... 4 3 2
Nineteen teachers thus receive in all rupees 168-11-10, which
averages to each rupees 8-14-1 per month. There are no teach-
ers who give all their instructions gratuitously, but in several
of the schools there are some scholars who are taught without
making any payment to the teachers. Those teachers who
receive monthly wages or fixed salaries are generally dependent
on the head or heads of one family ; and of such families five arc
Hindu, whose allowances to the teachers are considerably jn
excess of the above average. In one of the Arabic schools ins-
truction is given gratuitously to all the scholars, and the teacher
receives his remuneration from Munshi Sharaf Khan. The insti-
tution has existed long, and has descended to the care of the
Munshi its cluef patron.
Fifteen of the schools have no other accommodations as
school-houses than are afforded by the baithak-khanas and
garden-houses of the principal supporters. Of the remaining
two, one, a Persian school, has a school-house built by a res-
pectable Hindu inhabitant at a cost of 40 rupees ; and the other,
an Arabic school, has a school-house built by the Musalman
patrons at a cost of about 400 rupees. The latter is a brick
■STATE OF EDUCATION IN BENOAL
270
building, and is used also as a dwelling-house by the maulavi and
some of the scholars.
In 19 (Schools there are 109 scholars, averaging 5*7 to each
school. Of the total number 102 are engaged in the study of
Persian, and 7 in that of Arabic. Of the Persian scholars 6]
are Hindus and 41 Musalmans, and of the Arabic scholars one
is a Hindu of Ihe llralnnan casle and six are Musalmans. The
following are the castes of the Persian scholars who are Hindus
and the nunil)('>r of each : —
flrahmnn ... 27 Kaivarta 4 Napit ... 1
Kayastha ... 15 Agiiri ... 4 Mali ... 1
Kiirrni ... 0 Suvarnahanik 2 Sntar ... 1
The following are the average ages of the Persian and Arahic
seholars at the three periods formerly mentioned, viz., the jige
of admission to school, the age at the time the scliools were
visited, and the estimated age of leaving school: —
Persian scholars ... 9*5 13*5 20*8
Arabic scholars ... 11*0 17*4 21*1
The following works com])rise the course of Persian reading,
viz.,, the Pandnameh, Gulistan, Bostan, Payindeh Beg, em-
bracing forms of epistolary correspondence ; Tnhsa-i-Matlub,
containing forms of correspondence and contract ; Joseph and
Zuleikha, the history of Joseph ; Asafi consisting of odes ;
Secandar Nameh, poetical history of Alexander the Great;
Bahar-i-Danish, tales; and Allami, consisting of the correspond-
ence of Shah Akbar, Abulfazl, &c., &c. About one-half of the
Persian teachers limit their instructions to the Bostan and
Gulistan, and the other works are more or less taught by the
remaining number.
The only works read by the Arabic students are grammn-
lical, viz., Mizan, Tasrif, and Zubda on the inflections, and
Sharh-i-Miat Amil on the syntax of the Arabic language.
District of Beerbhoom
This district contains 71 Persian and 2 Arabic schools ; of
which two villages contain four each, two contain three each,
three contain two each, and fifty -three contain one each.
280
state of education in BENGAL
The number of teachers is the same as the number of
schools. Of the teachers of the Persian schools, sixty-six are
Musalmans and five Hindus; and of the latter three are Brah-
mans, one is a Kayastha, and one a Daivajna. The teachers of
the Arabic schools are Musalmans. The aver'j^ge age of all the
teachers is 36*3 years.
Six Persian teachers and one Arabic teacher instruct gra-
tuitously. The following are the modes and rates of remunera-
tion of the remaining numbers: —
Ks. As. P.
1 Arabic teacher receives monthly wages 7 0 0
2 Persian teachers receive monthly wages 15 0 0
23 ,, ,, ,, fees 135 4 0
3 ,, ,, ,, monthly wages and perquisites 21 12 0
37 ,, ,, ,, fees and perquisites ... 232 4 6
Thus 66 paid teachers receive in all rupees 411-4-6, averag-
ing to each rupees 6-6-1 per month. Of the unpaid teachers,
one not only instructs gratuitously, but also gives his scholars
food and occasionally clothes; three support themselves by farm-
ing, of whom two are in possession of hikhraj land, and of these
one is a retired darogha, a fifth gains his livelihood as a mulla,
a sixth instructs gratuitously from religious motives, and -the
object of the seventh was to keep in recollection his former
acquirements. Of the paid teachers, a few only are dependent
upon individual patrons, and those patrons are both Hindus and
Musalmans; several of the scholars of these salaried teachers
receive gratuitous instruction.
There are in all ten school -houses, of which one was built at
the expense of the teacher, two by the subscriptions of the
parents, and seven by private individuals, either from general
motives of benevolence, or with a view to the advantage of their
own children. One teacher instructs his scholars from house to
house, and the remainder find accommodation for their scholars
in kachharis, mosques, and especially baithak-khanas.
In 73 schools there are 490 scholars, averaging 6*7 to each
school. The number of Persian students is 485 and of Arabic 5.
Of the Persian students 240 are Musalmans and 245 Hindus, and
the Arabic students are all Musalmans. The average age of the
Persian scholars at the time the schools were visited was 13'5
STATE OF EDUCATION IN BENGAL
281
years, and of the Arabic scholars 18*4 years. The following are
the castes of the Persian scholars who are Hindus and the num-
ber of each : —
Brahman
... Ill
Suvarnabanik
8
Goala
... 2
Kayastha
... 83
Sadgop
.. 6
Sunri
... 2
Kaivarta
... 11
Gandhabanik
.. 4
Aguri
... 1
Vaidya
... 10
Kamar
.. 4
Swarnakar
... 1
Vaishnava
.. 2
In addition to nearly all the^ works already enumerated, the
following are included in the course of Persian reading in this
district, viz., Amadnameh on the conjugation of verbs; the for-
mal reading of the Koran ; Tutinameh, or tales of a parrot ;
Puqaat-i-Alamgir, the correspondence of Alamgir ; Isha-i-Yusafi,
forms of epistolary correspondence; Miilatafa, a collection of
letters exhibiting different styles of penmanship; Toghra, an
account of Cashrnir; and the poems of Zahir^ of Ali, and of
Sayih.
The only additional work in Arabic employed as a school
book in this district is the Mnnshaab on Arabic conjugations.
District of Burdwan
In this district there are 3 schools in which nothing more
tfmn the formal reading of the Koran is taught as described in
the 2nd report, pp. 152-353; 93 Persian schools; and 8 Arabic
schools.
Seven of these schools are found in one village and three in
aribther, six villages contain two each and eighty-two villages
contain one each.
There are three Musalman teachers to the three schools for
the formal reading of the Koran, and twelve Musalman teachers
to the eight schools of Arabic learning ; two of these schools
having each three teachers, of whom one teaches Arabic, the
second Persian, and the third watches over the manners and
general conduct of the pupils. The ninety-three Persian schools
have the same number of teachers, of whom eighty-six are
^usalmans and seven Hindus. Of the latter four are Kayasthas,
two Brahmans, and one a Gandhabanik. The average age of all
the teachers is 39*5- years.
282
STATE OF BDUgAriON IN BENGAL
Twenty-two teachers instruct gratuitously, and of that num-
ber six also support and clothe the whole or a part of their
s -holurs. I have not found any instance in which Hindu stu-
dents receive from a Musairnan teaclier (U' patron anything
l)eyoji(i gratuitous instruction. Thus in one instance a nuuilavi
gratuitously instructs seven Hindu scholars, but in addition to
gratuitous instruction he gives jdso food and clothing to eleven
Musahnan students ; in another, a niaulavi gratuitously instriads
two Hindu and six Musahnan students, and he gives also food and
clothiiig to five other Musahnan students ; and in a third case,
a maulavi has thirteen Musalman students, all of whom he both
instructs and isupports. The rule af)pears to be that those stu-
dents, whether Hindus or Musahuans, who are natives of tlu'
village in which the school is situated, leceive g)‘alnitf)ns instrnc
lion only, while those Musalman students who arc natives ol
other villages, and have come from a distance for tlie sake of
instruction, receive also food and (dothing. On the other hand,
when a Hindu is the patron, as in the case of the Eajah of
Burdwan, who supports two Persian s(diools, Musalman and
Hindu scholars enjoy equal advantages, although the number of
the former is less. Thus in one of the Rajah’s scdiools 13 Hindus
and 2 Musalmans, and in the other 13 Hindus and I Musalman
receive instruction and food for four years, after which they ma\
(‘ontinue to study but without receiving food. Some of thr
patrons and gratuitous teachers are men of great wealth or higli
character, and others, without possessing oitlier of these, fu'^’
holders of land by the tenure of Ayni(( which was apparent b
regarded in several instances as involving an obligation to
gratuitous instruedion. This is more apparent in one case from
the fact that the holder of the land, after long neglecting thi^
obligation, lately sent three or four scholars to the neighbourim’
sf^hools whom he supports at his own expense. The remunerji
tion of the paid teachers is as follows: —
Bs. As. r.
11 teachers receive monthly wages ... 166 0 <•
14 ,, ,, fees ... 70 B
1 teacher receives only his daily food ... 2 0
10 teachers receive monthly wages and uncooked food 61 H
1 teacher receives monthly wages and subsistence-mQTJey 25 0
29 tei^chers receive fees and uncooked foo4 161 0 ^
STATE OP EDUCATION IN BENGAL
283
2 teachers receive monthly wages and annual presents
6 ,, ,, fees and annual presents
1 teacher receives weekly and annual presents
11 teachers receive fees, uncooked food, and annual presents
Rs. As. P.
11 0 0
26 3 0
2 14 0
67 4 0
Thus 86 paid teachers receive in all rupees 573-11, averaging
io each rupees 6-10-8 per month.
Out-houses, baithak-khanas, chandi-mandaps, and kachharis
are employed as school-houses here as elsewhere, the place occu-
pied generally belonging to the principal supporter of the school,
and sometimes to the teacher himself. In one instance, one of
the scholars in a Persian school, in payn^ent of the instruction he
receives, supplies the teacher with a school-house rent-free. Of
the Persian schools, about a dozen have school-houses expressly
built for that purpose, and varying in the estimated cost of
erection from six rupees to two hundred. Three of the Arabic
schools have buildings estimated to have cost 50, 200 and 250
rupees respectively. Another has a school-house with a dwel-
ling-house attached, in the upper-storey of which the teacher lives,
while the scholars are lodged below. Two of them have large
endowments, with buildings estimated to cost, in one instance
15,000, and in ihe other 50,(X)0, rupees. Each endowment is
applied to the support not only of a school, but of a hospital, a
mosque, and a sacred relic.
In 104 schools there are 971 scholars, averaging 9*3 to each
school. Of the total number 17 are engaged in the formal read-
ing of the Koran, 899 in tlie perusal of Persian works, and '55 in
the study of Arabic learning. All the Koran-readers are Musal-
mans ; of the Persian scholars, 451 are Musalmans and 448 are
Hindus ; and of the Arabic students, 51 are Musalmans and 4
are Hindus. Of the four Hindu students of Arabic, two are of
the Aguri caste, one is a Kayastha, and one a Teli. The follow-
ing are the castes and numbers of the 448 Hindus who are
Persian scholars : —
Kayastha
Brahman
Sadgop
Aguri
Suvarnabanik
Vaidya
. 172
Gandhabanik
. 153
Kumar
. 50
Swarnakar
. 42
Rajput
8
Teli
.. 4
Napit
2
2
2
1
1
1
Chhatri ... 3 Tanti ... 1
Siinri ... 3 Mayra ... 1
Karvarta ... 2
The following are the average ages of the scholars at the
three periods formerly mentioned: —
Koran readers
... 8-7 ;
10-4
13-2
Persian scholars
o
o
15-6
26-.'5
Arabic students
... 16-3
21-2
28-1
The following works, in addition to some mentioned under
the preceding heads, are read in the schools of this district , —
In Persian, Tis Tahhli, a spelling-book; Farsi namch or Sirab
Dhoha, a vocabulary; Insiha-i-Herhcrn, forms of correspondence;
Nal Daman, translation from Sanscrit of a love-story; the poems
of Drfi, of Hafiz, of Wahshaii, of Ghani, of Padr, and of Khohani,
the last including both the Tahfut-ul-Irakin and Kasaid-i-
Khakani; Waqaia Nyamat Khan Ali, an account of the campaigns
of Aurungzebe; Hadikat-uhBalaghat, a grammar of rhetoric;
Shah Nameh Firdusi’s national poem; and Kuliyat-i’Khosro, the
works of Khosro.
In Arabic, Saraf Mir and Hidayat-us-Sarf on the etymology
of the Arabic; Miat Amil, Jummul, Tatama, Hidayat-un-Nahv ,
Misba, Zaiva, Kafia, and Sha.rh-i-Mulla on syntax, Zawa being a
commentary on Misba, and Shar-i-Mulla on Kafia; Mizan-i-
Mantikf Tahzih, Mir Zahid, Kufbi^ Mir, and MvlJa Jalal on logic,
Kutbi and Mulla Jalal being commentaries on Mir Zahid, and
Mir a glossary to Kutbi; Sharh4-Waqaia, on the circumstantials
of Islam, as the ceremonies of religion and the law of inheritance;
Nnrulanwar, on the fundamentals of Islam, as the unity of Gfcd
and the mission of Mahomed; Sirajiya, compendium of Maho-
medan law; Hidaya, on the law of inheritaHrce; Miscat-uUMisabih ,
on Mahomedan observances; 8hams-i-Bazigha and Sadra,
treatises on natural philosophy; 8harh-i-Chaghmani, a treatise on
astronomy according to the Ptolemaic system; and Tauji^ Talbi,
and Faragh, treatises on metaphysics.
District of South Behar
This district Contains 291 schools, of which 279 are Persia*)
and 12 Arabic,
StATE OF education IN 6KNGAL
285
One town contains nineteen, another eleven, a third seven,
a fourth six, and a fifth five schools. Five villages contain three
each; twenty-four, two each; and a hundred and eighty, one
each.
The number of teachers is the same as the number of schools,
and their average age is 34'2 years.
One of the Persian teachers is a Hindu of the writer-caste,
and all the other teachers, both Persian and Arabic, are Musal-
mans.
Two of the teachers instruct gratuitously, and two others
give both food and instruction to their pupils. The remaining
teachers are remunerated as follows : —
1 teacher receives luontbly wages and clothes and food for himself
and scholars
1 ,, ,, monthly wages, food for himself and scholars,
and the proceeds of an endowment of land ..
*2 teachers receive monthly wages
2 ,, ,, fees
5 ,, ,, monthly wages and uncooked food
14 ,, ,, fees and uncooked food
"2 ,, ,, monthly wages and subsistence-money
22 ,, ,, fees and suhsistence-money
2 ,, ,, lees and weekly presents
3 ,, ,, monthly wages and annual presents
iO ,, ,, fees and annual presents
0 ,, ,, monthly wages, uncooked food, and annual
presents
57 ,, ,, tees, uncooked food, and annual presents
,, ,, monthly wages, subsistence-money, and annual
presents
1)5 fees, subsistence-money, and annual presents
1 teacher receives ,, ,, and weekly presents ...
1 ,, ,, monthly wages, weekly presents, and annual
presents ••• •••
1 ,, fees, uncooked food, weekly presents, and
annual presents
10 teachers receive monthly wages, subsistence-money, weekly
presents, and annual presents
22 ,, ,, fees, subsistence-money, weekly presents, and
annual presents
1 teacher receives fees, uncooked food, subsistence-money , weekly
presents, and annual presents ...
Thus 287 teachers receive in all rupees 1,472-8-7,
Es. As. P.
46 8 0
165 5 4
3 0 0
7 7 0
16 8 0
49 6
8 8
76 11
8 10
6 10
27 3 9
80 15 8
243 11 3
101 8 9
454 7 3
7 0 0
3 2 3
4 6 0
47 5 0
no 8 0
5 6 9
averaging
to each rupees 5-2 per month.
There is another source of gain to the teachers of Persiaxi
schools in this district called Shuruati, or a payment made by
every scholar at the commencement of a new book. This is so
uncertain that it cannot strictly be regarded either as a moothly
STAIE OF EDUCATION IN BENGAL
or an annual gain. In 579 instances in which 1 ascertained that
this payment had been made, the total amount was rupees
138-9-0, whicfi av(‘r‘ageB only three annas and about ten pies in
each case; and as it is seldom that a school-book is changed
oftener than once a year, and the average number of scholars to
each school is al>out five, this will give each teacher an additional
sum of rupee 1-3-2 per annum, or about an anna and a half
monthly.
Two maulavis in this district are highly distinguished for
learning, and they are both authors.
Maulavi (Tholain Hossein, dwelling at Sahebgungc in the
thana of that name, has written in Persian a compilation called
Jam~i‘ Bahadur Kliani, from various Arabic works on arithmetic,
geometry, astronomy, and the natural sciences, with additions ot
his own. This work has been printed, and contains 720 pages.
He is now engag(^d in the preparation of astronomical tables to
be entitled 7ji} Bahadur Khani. The names of both works arc
intended as a compliment to his patron Bahadur Khan ojie of
the sons of Mitrajit Singh, the Kajah of Tikari.
Maulavi Mohivuddin, <lwelling at Krki in the thana o!
Jehaiiabad, has composed in Persian Sharh-i-Abd ul Rasul^ a
commentary on tlic work of Abdul Kasul on Arabic syntax, con-
sisting of 288 pag(‘s in manuscript; and Jaivab (^habbis Musair,
a treatise on Mahomedan observances, containing 12 pages, also
in manuscript. In Arabic he has written Majmua Taqrir Maniiq
Aniani, explanatory of Majmua, a work on logic, aiid consisting
of 32 pages in maimscri])t.
liajah Mitrajit 8ingh also put into my hands a pamphlet on
the agriculture of the district, written in Persian and printed, ol
which he stated himself to be the author. On examination 1
have found it to be the same in substance as the Short Essay
on Husbandry translated by Mr. Lewis Dacosta and appended to
his translation of the Dewan Pusund.
There are only two Persian and two Arabic schools that have
appropriate buildings or school -houses, the i)ui)ils of the remain-
ing schools finding or making accommodations for themselves,
chiefly in the thresholds or verandas of the private dwelling-
houses occupied by the patrons or teachers.
In 291 schools there are 1,486 scholars, averaging 5.1 to each
school. There are 1,424 Persian scholars and 62 Arabic students.
bJAliU Ob education in BENGAL
Of the Arabic students two are Hindus of the writer-caste and
sixty are Musalmans, and of the Persian scholars 805 are Hindus
and 559 are Musalmans. The following are the sub-divisions of
the Hindus who are Persian scholars: —
Kayastha
... 711
Mahuri
3
Magadha
55
Vaishnava
2
Rajput
... 30
Sunri
2
Kshatriya
... 13
Kamar
1
Brahman
11
Luniar
1
Gandhabanik
... 11
Napit
1
Kairi
... 90
Kurmi
1
Teli
4
Mayra
1
Swaniakar
4
Aguri
1
Biindela
8
Of the total number of Hindu scholars eight were absent and of
the Musalman scholars three were absent at the time the schools
were visited, the remaining number of each class being present.
The average ages of the Persian and Arabic scholars at the three
[icnods formerly mentioned are as follows: —
Persian scholars ... 7‘B IIT 21*5
Arabic students ... 12*3 16*0 24*2
Tile following works were found in use in the Persian
schools: — Mamaqima, an elementary w^ork; Nisah-us-Subyan, a
Nocabulary; Saival Jairab, dialogues, BUayawan Dasj a grammar;
Itisha-i'Madho Ram, Inska-i-MumllaSy Mukhtasar-ul-Ibarat,
Insha-i-Khurdy M ufid-ul-ln^ha, Inslia-i-Mumd, Insha-i- Brahman^
and Muradi-i-Hasd, forms of correspondence; Alqab Nameh, on
modes of address; the poems of tiilali and Kalim; Zahuri, an
account of one of the kings of the Deccan; Kuahaish Nameh and
Kkseh Sultan j tales; Nam-i-Haq, names and attributes of God;
Gouhar-i-Murad^ on the doctrines of Islam; Kiranua Saadin^ a
poem by Khosro and Mizan-ut-Tib and Tiba-i-Akbeff on
medicine.
In the Arabic schools the following text-books were employ-
ed : — Fasul Akberi, on inflection; Nahv-i-Mir and Zariri, on
syntax; Sharh-i-Tahzib , commentary on Tahzib, a treatise on
logic; Mukhtasar-ul-Mani^ a treatise on rhetoric; Maibadi, on
natural philosophy; the elements of Euclid; Shurh-i-Tazkiray on
astronomy; Sharafiya^ on the law of inheritance; Ddir on the
doctrines of Islam; and Almijasti, astronomy of Ptoler^y.
Ditstrict of Tirhoot
This district cuiitiiins 238 schools, of which 234 are Persian
and 4 Arabic.
Of these one town contains twenty-seven, another twelve,
and a third eleven. Two villages contain four each, six three
each, twenty-three two each, and one hundred and sixteen one
each.
The number of Persian teachers is the same as the number
of Persian schools. The number of Arabic teachers is six, one
of the Arabic schools having three teachers. The average age of
all the teachers is 33*9 years.
One of the Persian teachers is a Hindu of the writer-caste;
and all the other teachers, both of Persian and Arabic schools,
are Musalmans.
One teacher instructs gratuitously, and five teachers give
gratuitous instruction to all their scholars, and food to twenty-
two of them. The others are remunerated as follows: —
1
4
14
8
4
1 teacher tJives subBistence-uioney to 14 scholais and receive'^
monthly wages from a patron
11 teachers receive monthly wages
teacher receives fees
teachers receive subsistence-money
M M monthly wages and subsistence-money
M fees and subsistence- money
monthly wage^ and annual presents
4 ji ,, fees and annual presents
1 teacher receives fees, uncooked food, and annual presents
2 teachers receive monthly wages, subsistence-money and weekly
presents
M M monthly wages, subsistence-money, and annual
presents
»» M fees, Riibsistenee-raoney, and annual presents
3 i> M fees, Bubsisteuce-money, and weekly presents
1 teacher receives fees and weekly and annual presents
3 teachers receive monthly wages, subsistence-money, uncooked
food, and annual presents
n ft monthly wages, subsistence-money, and weekly
and annual presents
^2 ,, ,, fees, subsistence-money, and weekly and annual
presents
Its. As.
r.
8
5
3
27
2
0
1
6
0
7
8
0
42
4
0
11
14
0
17
3
G
19
6
9
5
3
3
3
12
0
221
9
9
95
8
8
11
12
0
4
4
9
9
11
0
183
14
3
31
8
9
Thus 234 teachers receive in all rupees 702-5-6, averaging to each
about rupees three per month. In 287 instances, which were
individually ascertained, the sum of rupees 84 13 was received
v/x' ilN 15-Ei'JN(iAL «
by the teachers as Shuruati, which, giving two scholars and a
half to each school and a year to each school-book, makes an
average addition of one anna and two pie to the monthly income
of each teacher.
Mahomed Trnam Shah and Bahrain Shah, two of the tliree
teachers of an Arabic school at Darhhanga, in the thana of that
name, possess considerable property personal or endowed, and
are men of high cliaractcr, gieat intelligence, and extensive
learning. They are brothers and are both authors.
Maulavi Mahomed Imam Shah, the elder brother, has
written in Persian Sliarli-i-Kholasat-ul-Hisab , a commentary of
640 pages on Kholasat-ul-Hisab, a treatise on arithmetic; and
Daira-o-Jadival-i-Najum, a pamphlet of 8 pages on astronomy.
In Arabic he has written Hashya Sharh-i-Sullam, notes extend-
ing to 240 }>ages on Hamidullah’s commentary on Snllam, a
work on logic; Sharh-i-Kasideh Amali, a commentary of 34 pages
on Kasideh Amali, a work on the doctrines of religion; Risaleh
Hafad Yadain, a pamphlet of 36 pages on the sayings of
Mahomed; Mabahisseh Iniamiya, miscellaneous essays extending
to 160 pages; Durar4-Af ohammadif a treatise of 40 pages on
theology; and SiTaj-ul-Kalub , a tract of 18 pages on Sufeeism.
Maulavi Bahrain Shah, the younger brother, has written in
Persian Risaleh Tauzih-ul-Biyan, a pamphlet of 48 pages on the
doctrines of Islam, and Durur-ul -Islam one of 44 pages on the
law of inheritance. In Arabic he has written Risaleh Ramzul
Hidayatf a tract of 8 pages on the doctrines of Islam; and Ri&alsh
Ashdar-ul-Mahjuh , another of the same size on the law of
inheritance.
There are in all twenty-three school-houses, averaging in
the estimated cost of erection from twelve annas to a hundred
rupees. Those schools that have no school- houses are accommo-
dated in mosques, imambarahs, dwelling-houses, verandas,
kachharis, and out-houses belonging to the patrons or teachers.
In .238 schools there are 698 scholars, averaging 2*6 to each
school. All were present at the time the different schools were
visited. Of the whole number, 569 are Persian scholars and
Arabic students. Of the Arabic students, two are Hindus
whom one is a Brahman and the other a Kayastha, and the
remaining twenty -seven are Musalmans. Of the Persian scholars,
as
126 are Musalmans and 443 Hindus; and the sub-divisions of the
latter are as follows : —
Kayastha
... 349
Barnawar
4
Brahman
30
Kalal
4
Rajput
22
Swarnakar
1
Magadha
.. 20
Goala
1
Kshatriya
6
Gandhabanik
1
Aguri ... 5
The average ages of the Persian and Arabic scholars at the
liree periods formerly mentioned
Persian scholars
are as follows; —
6-8 10-8
19'3
Arabic students
. . .
121 17-5
25*4
The following works wei'e found in use in tlie Persian and
Arabic schcKiIs, exclusive of others jireviously mentioned.
In the Persian schools, Makwud J^avich, an elementary
work; Khnnhlial-us-Subyan, a vocal)ular\ ; Nisab-i-Mmallas, a
dictionary; MaJizuf-ul-Haruf^ Jawwhir-uf-Tarkih, and Dastur-ul-
Mubfadi, on graniniur; Mupd-id-Inaha ^ Fyz Bnknii^ Mubank
Nemrh, and Ajnamillah Hoasein, forms of correspondence; the
poems of Fahini; and Euqdatd’AbulfazI ^ the letters of Abulfazl.
In the Arabic schools, Mir Zahid Eimltdi, on logic; Akaidch
Ni.sp, on the doctrines of Islam; Kanz-ud-Dakdik, on the sayings
of Mohammad; and Kalarnullah Majid, the sacred word of God
(the Koran).
SECTION X
General Pemarks on the State of Persian and Arabic
Instruction
First. — The Hindustani or Urdu is the current spoken lan-
guage of the educated Musalmans of Bengal and Behar, and it is
a remarkable feature in the constitution of Mohammadan society
in these provinces, and 1 infer throughout India that the verna-
cular language of that class is never employed in the schools as
the medium or instrument of written inHruction. Bengali
school-books are employed by the Hindus of Bengal, and Hindi
school-books by the Hindus of Behar; but although Urdu is more
copious and expressive, more cultivated and refined than either,
and possesses u richer and more comprehensive literature, Urdu
school-books are wholly unknown. It is the language of conver-
state op education in BENGAL
291
Bation in the daily intercourse of life and in the business of the
world, and it is the language also of oral instruction for the
explanation of Persian and Arabic, but it is never taught or learned
for its own sake, or for what it contains. Tt is acquired in a
written form onl^ indirectly and at second-hand through the
niediimi of the Persian, whose cliaractca* it has adopted and from
which it has derived almost all its vocables, and it is employed
as a written language chiefly in i)opular poetry and tales and in
female correspondence, and often also in the pulpit. The absence
of Urdu schools for the Musalman population, corresponding with
the Bengali and Hindi schools for the Hindus, may explain, in
some measure, the greater degradation and ignorance of the lower
classes of Musalmaiis w hen compared with the corresponding
classes of the Hindu pojiiihilion; and the first step to their
nn[)rovt‘menl must bt* to supply this detect.
Second . — Except in those cases in w'hich the Musalmans
resort to Bengali and Hindi schools, Persian instruction is the
onlij substitute for vernacular insirucfion. Tliose JMusalmans
and Hindus who have received a Persian education have nearly
the same command of the I^ersian as a written language that
educated Englishmen have of their mother tongue. They acquire
it in their earliest years at school, in after-life they continue to
read the w^orks it cx>ntains for instruction or amusement; they
can (lonverse in it, although it is not so employed in general
society; and th(‘v employ it as the means of communication in
the private correspondence of friendship and in the written
transactions of business. It is occasionally the language of the
pulpit in the celebrations of the moharrarn; it is the language of
the long established manuscript Akhbars or Intelligencers of the
native courts, and of the printed newspapers of modem times
addressed to the educated classes of society; and the employment
of a less w^orthy medium in composition is generally considered
inconsistent with the dignity of literature and science, philosophy
and religion, — more as the relaxation than the exercise of an
instructed mind. The Persian language, therefore, must be pro-
nounced to have a strong hold on native society.
Third, — There is no connection between the Bengali an^
Sanscrit schools of Bengal, or between the Hindi and Sanscrit
schools of Bchar; the teachers, scholars, and instruction of the
common schools are totally different from those of the schools of
learning, — the teachers and scholars being drawn from different
classes of society, and the instruction directed to different objects.
But this remark does not apj^ly to the Persian and Arabic
schools, which are intimately connected and which almost im-
perceptibly pass into each other. The Arabic teacher teaches
Persian also in the same school and to the same pupils, and an
Arabic school is sometimes known from a Persian school only by
having a single Arabic scholar studying the i^nost elementary
Arabic work, while all the other scholars read Persian. The
same scholars who are now studying Arabic fonnerly read, or
may still be reading, Persian in the sajjie school and under the
sanie teacher; and the scholars in an Arabic school who are now
reading Persian only will probably in the same school, and under
the same teacher, advance to the study of Arabic. The only
distinction that can be drawn is that while there is no Arabic
teacher who does not or may not teach Persian, there are many
Persian teachers who do not and cannot teach Arabic. But the
class for which both Persian and Arabic schools exist is the same,
and that is the upper class of native society, whether Hindus or
^Jusaluu^n8 arc the scholars, and whether Persian or Arabic is
the language taught. Both languages are foreign and both classes
of schools are inaccessible to the body of the people.
Fourth. — It is a question to what extent Persian and Arabic
instruction is directed and. sought by Hindus and Musalmans,
respectively; and the following table affords some means of esti-
mating their relative proportion by exhibiting the actual number
of teachers and scholars belonging to each class: —
/
Teachers
Scholars
Hindu
MusalmaD
Hindu
MuBahiisn
^ MoorsbeJabad
19
62
47
Beerbhoom
5
68
245
245
' Burdwan
7
101
452
519
South Behar
J
■290
^67
619
Tirboot
1
237
470
123
Total
14
715
2,096
ifSSs
state of education in BENGAL
293
Arabic instruction is wholly, and Persian instruction is almost
wholly, in the hands of Musalmans, — there being only 14 teachers
of Persian who are Hindus, to 715 teachers of Persian and Arabic
who are Musalmans. This is a consequence of the nature of the
instruction communicated; the languages, the literature, and the
learning taught being strictly Mohammadan. The relative
number of Hindu and Musalraan scholars is very different, there
being 2,096 of the former to 1,558 of the latter; which is a very
remarkable contrast with the number of teachers belonging to
the two classes of the population. Is this comparative large
number of Hindu scholars the effect of a laudable desire to study
a foreign literature placed within their reach? Or is it the effect
of an artificial stimulus? This may be judged by comparing the
number o'!’ Hindu teachers and scholars of Persian which until
lately was almost the exclusive language of local administration
with that of Hindu teachers and scholars of Arabic, which is not
called into use in the ordinary routine of Government. With
regard to teachers, there is not a single Hindu teacher of Arabic
in the five districts, — all are Musalmans. With regard to
scholars, there are only 9 Hindu to 149 Musalman students of
Arabic, and consequently 2,087 Hindus to 1,409 Musalmans who
are learning Persian. The small comparative number of Arabic
students who are Hindus, and the large comparative number of
Persian scholars of the same class, seem to admit of only one
explanation, vh., that the study of Persian has been unnaturally
forced by the practice of Government ; and it seems probable that
even a considerable number of the Musalmans who learn Persian
may be under the same artificial influence.
Fifth . — The average monthly gain of the teachers varies
from rupees 8-14-1 in Moorshedabad to rupees 3 in Tirhoot, the
medium rates being rupees 6-6-1 in Beerbhoom, rupees 6-10-8 in
Burdwan, and rupees 5-2 in South Behar. The difference be-
tween the highest and the lowest rates may be explained by
various causes. One cause will be found in the average number
of scholars taught by each master, the highest average being
in Burdwan, the lowest 2*5 in Tirhoot; and the medium averages
being 6*7 in Beerbhoom, 5*7 in Moorshedabad, and 5*1 in South
Behar. The lowest rate of monthly gain and the smallest
average number of scholars are found in Tirhoot. Further, the
persons aocj^uainted with Persian and seeking employnjent 8|,re
niAifi ur ftUUC’ATJON IN BENGAL
numerous, the general standard of living is very low, and both
the number of those who receive and the poverty of those who
give employment of this kind combine to establish a very low
rate of remuneration. In Behar too, and especially in Tirhoot,
parents do not nearly to the same extent as in the Bengal dis-
tricts unite with each other to support a teacher for the benefit
of their children; and thus each teacher is very much isolated,
seldom extending his instructions beyond thd children of four
or three families, and often limiting them to two and even one.
The effects are waste of power and degradation of character to
teachers and taught.
Sixth . — An attempt was made to ascertain the age of each
HchoJar at three separate periods, viz , the age of his entering
school or commencing the particular study referred to; his age at
the tiuie the school was visit t^d; and the probable age of his leav-
ing school or concluding the particular study in which he was
then engaged. The average results are exhibited in the following
table, and from the results is shown the average duration of study.
At the time the Beerbhoom district was visited, the then actual
age only of each scholar was noted without the two other items
which are consequently wanting in the table : —
Moor^liedabiid
Beerbhhoom ...
BuTd^^aD
Boutli Behar ...
Tidioot
Persian
Arabic
Average ages
Daration
of Btnd^
Average ages
Duration
of study
9 6
13*5
20-8
113
ll-U
17-4
21 -1
10*1
13*5
...
18-4
10-0-J
16-6
26-6
16-4
16-3
21-2
28-1
li-8
7-8
IM
21-6
13-7
12-3
16-0
24-2
11-9
G.8
10-8
19.3
12-6
12 1
17*5
2R-4
13‘3
i
Thus the average duration both of Persian and Arabic study
is about eleven or twelve years, the former generally extending
tiO the twentieth or twenty-first and the latter to the twenty-
fourth or twenty-fifth year of age, affording ample time for the
STATE OF EDUCATION IN BENGAL
295
introduction of new or the improvement and extension of old
courses of study.
Seventh . — The nature of the instruction given in these
institutions may be in some measure estimated by the subjects
of the works used as school or text books. Jn Persian schools
elementary and grammatical works, forms of correspondence, and
popular poems and tales are chiefly read : occasionally a work
on rhetoric or a treatise on theology or medicine is also met with.
In the Arabic schools the course of study takes a much wider
range. The grammatical works are numerous, systematized,
and profound; complete courses of reading on rhetoric, logic and
law are embraced; the external observances and fundamental
doctrines of Islam are minutely studied; the works of Euclid on
geometry and Ptolemy on astronomy in translation are not un-
known; other branches of natural philosophy are also taught;
and the whole course is crowned by the perusal of treatises on
metaphysics deemed the highest attainment of the instructs 1
scholars. Perhaps we shall hot err widely if we suppose that the
state of learning amongst the Musalnians of India resembles that
which existed among the nations of Euroj)e before the invention
of printing.
Eighth . — In estimating the amount of intellectual ability
and acquirement that might be brought into requisition for the
promotion or improvement of education amongst the Moham-
madan population, it may be remarked that the Persian teachers
as a class are much superior in intelligence to the
Bengali and Hindi teachers, but they are also much
more frequently the retainers or dependents of single
families or individual patrons, and being thus held by
a sort of domestic tie they are less likely to engage
in the prosecution of a general object. The Arabic teachers are
so few that they can scarcely be taken into the account, and in
the Bengal districts I did not find that any of them had attempted
any form of literary composition. Among the few Arabic teachers
of South Behar and Tirhoot the case was very different, four
being authors of high repute for learning. With three of these
I came into personal communication and they were evidently
men of great mental activity and possessing an ardent thirst
for knowledge. Various Persian and Arabic works of native
learning ^iven to me by the General Ckwnpaittee pf Public
296
STATE OF EDUCATION IN BENGAL
Instruction for distribution were presented to these teachers
and their pupils and they were not only thankfully but most
greedily received. They had also a vague, but nevertheless a
very strong desire to acquire a knowledge of European systems of
learning, and I could reckon with confidence on receiving their
co-operation in any measure which without offending their social
or religious prejudices should have a tendency to gratify that
desire.
SECTION XI
Englisit, Orphan Othls’ and Infants’ Schools
These schools are generally of European origin. They are
few in number and are often under the same management, and
for these reasons they are noticed here under one head.
City and District of Moorshedabad
I’here is no English school throughout the district; and in
the city the Nizamat College, in which English, as well as
Persian and Arabic, is taught was by the tenor of my instructions
excepted from my inquiries inasmuch as it is a Governmeni
institution or rather an institution under Government control.
The duty assigned to me was to collect information regarding
the state of education which Government had no other direct
means of obtaining, and as regular reports are furnished of the
Nizamat College, that institution did not come within mv
province.
The only school in the city thana in which the teaching <)f
English is made the sole objects is one under the direction of the
llevd. Mr. Paterson of the liondon Missionary Society. His
instructions are gratuitous to the scholars, and they assemble in
an out-office attached to his dwelling-house. The number of
pupils is 13, of whom one is an Armenian, two are Musalmans,
and ten are Hindus. Of the Hindus, six are Kayasthas, three
are Brahmans;, and one is a Kaivarta. Others give an irregular
attendance, and are therefore not included in the list of scholars.
Paterson ha^ leisure fropi his other avocatipns tp instruct
state of education in BF.NOAL
297
them only three days in the week from one hour and a half to
two hours each day. The school-books used are Murray's
Spelling Book, the English Reader, Murray’s Grammar, Woollas-
ton’s Grammar, and Goldsmith’s History of England which are
provided by the scholars, and from the irregular supply of books
the classification of the hoys is found impossible. In penman-
ship the scholars write on slates and paper. Some of them
learn Persian elsewhere. The average age of the thirteen scholars
when they entered school was 12*9 years; their average age when
the school was visited was 16*6; and the average of the different
periods mentioned when they would probably leave school was
22 3. After the examination of the school the elder boys express-
ed their gratitude to Mr. Paterson for his instructions, lamented
that he could not devote more time to them, and entreated me
to represent their ardent desire to be favoured with more ample
means for acquiring a knowledge of English, a request in which
Mr. Paterson himself joined. The boys afterwards came to my
lodgings of their own accord to express the same sentiments in
more formal manner. It has given me pleasure to observe that
an attempt has i)een made since I left the district to establish an
English school by public subscriptions both amongst Europeans
and Natives.
The Berhatnpore Orphan Asylum is under the general superin-
tendence of the Revd. Messrs. Hill and Paterson of the Ijondon
Missionary Society, from whom the following details respecting
it have been derived. The origin of the institution is ascribed
to the late David Dale, Esq., who as Magistrate of the district
had frequently to provide for destitute native children. He
received three orphan boys into his own house and subsequently
sent them for instruction to the Revd. Mr. Williamson of the
Baptist Missionary Society, residing in the Beerbhoom district.
About three years afterwards, and about four years before my
second visit to the district in July, 1886, the Asylum at Berham-
pore was built at the expense of J. P. Pringle, Esq., and the
orphans were removed to it from Beerbhoom, and supported by
Mr. Pringle till his return to England. At the above-mentioned
date, nineteen orphans had been received into the institution,
of whom four had died of cholera and diseases contracted in their
destitute condition before their admission into the institution;
two female orphans had been sent to the Christian school in
22— 1826B.
Calcutta attsiched to the London Missionary Society; and
thirteen boys remained in connection with the institution. Of
these thirteen twelve resided in the Asylum; and one, a leper, on
the farm belonging to it. The parents of the orphans were, as
far as is known, Hindus or Musalmans; and the orphans had
been, some of them left destitute by the death of their paxents,
others secured from starvation during a period of famine, and
one, it was stated, had been abandoned in the fields by its
mother. The age of the youngest child is about four years and
of the oldest about fifteen.
The orphans receive instruction both in letters and in the
arts of manual industry, and to aid the Missionaries in both
objects, John Gainer, a private soldier in one of the King's
regiments, was enabled, in pari by means of the orphan funds,
to purchase his discharge and his services have been engaged
for 25 Eupees a month. Besides a sircar at 6 rupees a month,
he is the only person who receives a salary from the institution.
The school-instruction embraces the Bengali and English lan-
guages, and reading and writing in both. All are taught English
who discover a capacity to acquire it. Three of the boys read
Bengali in the Eoman character, but this is in addition to, not
in substitution of, the Bengali character. The ordinary school-
books are employed, including the New Testament in both
languages; the want of good school-books is stated to be very
much felt. To teach trades and form habits of industry two
arrangements have been made; a workshop has been formed and
a piece of ground rented for a farm. In the workshop tape and
bobbin, buggy-whips, shoes, manifold letter- writers, and snake-
paper-weights are or have been made. The ground for a farm
estimated at 100 bighas has been recently rented. Twenty
bighas were in preparation for mulberry and it is hoped that the
cultivation of the plant, the rearing of the silk-worm, and the
weaving of the silk so produced will find employment and support
for the orphans. There is a religious service morning and even-
ing at which the pupils are present; and with the exception of
an hour for food and bathing, they are in school from six o’clock
in the morning till mid-day, and in the workshop till four in the
afternoon,
Although orphans are the primary objects of the Asylum
it is also proposed to receive outcasts, persons destitute by the
state of education in BENGAL
299
loss of employment or friends, and catechumens; to locate them
on the farm to teach them some art or business; and to provide
them with a home so long as obedience to the rules of the insti-
tution renders them worthy of protection and countenance. On
this principle fourteen mendicant females have been received.
Sickness and a laxity of morals have reduced their number, but
eight of them who formerly lived on alms now maintain them-
selves by weaving tape and bobbin.
The expenditure on account of the institution is small and
its resources are limited. The building of the Asylum originally
cost 400 rupees; of the workshop, 500; and of the school-room
or native chapel, 318; to which is to be added the cost of various
improvements and additions since made. The rent of the land
for a farm is 100 rupees per annum, and the European artizan
and native sircar receive together 33 rupees per month. No
precise estimate could be furnished of the cost of maintaining
tlie inmates of the Asylum and of providing them with tools,
machinery, and materials. To meet this expenditure, the work
of the orphans and widows in part contributes : in 1835 it sold for
398 rupees. The aggregate of local subscriptions has varied
from 12 to 75 rupees per month, and occasional liberal donations
have been received both from friends on the spot and at a
distance. The number of orphans and widows received into the
Asylum is limited only by the state of the funds.
The orphans of native parents are the special objects of the
institution and the purpose is to train them up as artizans and
farmers. When they have completed their school-education it
is not contemplated to leave them without further care or
superintendence, but on the plan of Moravian settlements to
form them into a community in which each when married and
comfortably supported shall assist in promoting the ".prosperity
of the whole. It is hoped that the institution, independent of
charitable aid, will thus enlarge or at least continue its opera-
tions. It is still in its infancy and promises more than it has
yet performed, but not more than it may be expected to perform
under the same management. Even in its present condition,
d must be regarded as a highly laudable attempt to rescue the
orphan, widow, and outcast from destitution and crime, to
educate them in the principles of Christianity and to make them
industrious, moral and religious.
300
state of education in BENGAL
The only other institution in the city of Moorshedabad to be
noticed is a girls' school superintended l)y Mrs. Paterson, with
the assistance of a native teacher who receives five rupees a
month. The nuinhei* of scholars is 28 of wlioni 24 were present
and 4 absent at the time the school was visited. The scholars
are all Hindus, 17 of the Bagdhi caste, 6 of the Malo, 3 of the
Kaivarta, and 2 of the Vaishnava caste. The teacher is an
Agradani or low-caste Brahman. Tlie average age of the girls
entering school was 7*2 years; their average age when the school
was visited was 9 years; and the average [)robable age of tlieir
leaving school was 12*6 years. Twenty -four of the girls receive
each 1 pice per week for attendance, and four receive each 2 pice.
Each girl every four months receives a piece of cloth for a
garment to secure her decent appearance at school; the cloth Is
valued at 10 annas. Two female messengers are employed to
conduct the scholars to and from school, one having charge of
13 and the other of 15 scholars; and each messenger receives one
anna per week for each child who attends regularly every day of
the week. Each girl receives an armlet every year; and on the
occasion of her own marriage or the funeral obsequies of a parent,
a payment of one rupee.
District of Beerbhoom
In this district there are two English schools, one under
European and the other under native management.
The former of these is at Siuri the chief town of the district,
and is under the superintendence of the Bev. James Williamson
of the Baptist Missionary Society, who gives his instructions
gratuitously from two to three hours every day. The school-
housejwas built for 130 r upees a nd was or iginally intended f or, a
girls’ s chool, but has since been applied to the purposes of an
English school with the consent of the i)rincipal donors. The
number of scholars is 57, of whom ten are the children of native
Christian parents and forty-seven are Hindus. The following are
the castes of the Hindu scholars :
Brahman ... 23
Suvarnabanik ... 8
Kayastha ... 6
Sadgop ... 2
Vaidinava ... 2
Vaidya ... 2
Gandhabanik ... 1
Muchi ... 1
Tanti ... 1
Dhoba ... 1
STAI^E of EDUCATIOl^ IN BENGAL
301
The average age of all the scholars at the time the school
was visited was 16’6 years. The school is made in part to pay
its own expenses by means of the fees received from some of the
scholars. The ten Christian scholars and thirty-four of the
Hindu scholars pay nothing and of the remaining thirteen Hindu
scholars three pay four annas each per month, eight pay eight
annas each, and two pay one rupee each, making the monthly
receipts from the scholars amount to Bs. 6-12. This sum is
employed in keeping the school-house in repair and in furnishing
books to those who are unable to purchase them. The other
scholars have books from Mr. Williamson at the Calcutta cost-
price with the addition of one anna per rupee for carriage. The
school is also aided by local subscriptions which amounted in
1835 to 160 rupees, being 50 rupees less than tlie previous year.
The monitorial system of teaching is employed under Mr.
VVilliamson’s superintendence. The subjects taught are spelling,
reading, writing, grammar, geography, morals, and religion. It
was intended to introduce the study of general history and
natural history.
Mr, Williamson joined his scholars in earnestly soliciting
that a Government institution should be established at Siuri to
supersede the English school under his management.
The second English school is at Eaipur, a village situated
in the Kasba thana. The patron is Jagamohan Singh who built
the school-house at a cost of 250 Eupees and pay the teacher
Llasik Lai Chose a salary of 40 Eupees per month. The scholars
are 16 m number of whom twelve are Kayasthas and four Brah-
mans. Of the Kayasthas four are sons of the patron and all the
other scholars receive instruction gratuitously. Ihe scholars are
divided into three classes. The youngest boys were reading
Murray's spelling-book; the more advanced, Woollaston's gram-
mar in addition to the spelling-book ; and the first class boys,
Clift’s Geography’, the History of Greece, the Poetical Eeader,
and Murray s large grammar. This school has existed for three
or four years, and its establishment is solely attributable to the
jiatron's desire to give an English education to his childreti.
'rhe teacher was formerly a pupil in the English school establish-
ed by the late Eammohun Eoy in Calcutta.
.xrac formerl y a girls' schoo Lunder Mrs^Wilharnaon^B
care at SiilTiii_br^ in 1634 on e of the scholars abandoned
Boti STATE OP ja)tCA^ION liJ Bfel^oAL
her caste and became a Christian and two others expressed a
wish to follow her example. The school was in consequence
nearly broken up so that few except the daughters of native
Christian parents remained. The Missionary Bengali school for
boys about the same time from a similar cause met with a like
fate; and the two schools much reduced in harnber were formed
mto one, classing the girls with boys of equal attainments. The
boys’ department of the school has partially revived; but the
girls’ division contains only the daughters of native Christian
parents. They are eleven in number and their average age was
10*9 years. The teacher is a native C'hristian and he receives
two annas for each child per month or Ks. 1-6 in all. The girls
are taught to write words and figures, to read the catechism and
commit it to memory, and to read the miracles and parables of
Christ, together with a little arithmetic and geography. They
are also taught to knit, to make bobbin and braid, and to sew.
District of Burdwan
There are three English schools in this district, one at Japai
in the Culna thana, the second in the town of Burdwan, both
under Missionary control; and the third also in the town of
Hurd wail but of native origin and under native management.
The Missionaries of the Church Society the Bov. Messrs.
Alexander and Weitbrecht respectively, established and superin^
tend the two former, and the Baja of Burdwan established and
supports the latter.
Each of the Missionary schools has one teacher, one m
M iisahuan and the other an East Indian. The school of the
Baja of Burdwan has two teachers, one a Brahman and the other
a Kayastha. The following are the monthly salaries of the
teachers :
East Indian ... Es. 80 Kayastha ... Es. 14
Musalman ... ,, 20 Brahman ... ,, 12
At Japat the place of Christian worship is used as a school-
room; and the Missionary school at Burdwan has a very hand-
some school-room built at a cost of 2,500 Eupees contributed by
the Eaja of Burdwan and other benevolent persons. The Eaja s
own school is conducted in one of the buildings attached to his
residence in the town.
sDAtfi OF feOUCATION iS' BENGAL
The number of scholars in the three schools is 120, Of
these, two in the Japat school are children of native Christian
parents. Six are Musalnians of whom one is in the Japat school
and five are in the Missionary school at 'Burdwan. All the
scholars in the Baja’s school are Hindus; and the number of
Hindus m iibe three schools is one hundred and twelve wlaose
sub-divisions are as follows: —
Brahmun
.. 53
Bhatta
... 1
Kayastha
.. 36
Tamil
... 1
Vaishnava
... 5
Mali
... 1
Kshatriya
.. 3
Kamar
... 1
V aidy a
.. 3
Kaivarta
... 1
Chhatri
.. 3
Yugi
... 1
Swarnakar
.. 2
Bagdhi
... 1
In respect of caste,
there
is no distinction
between the
scholars of the Baja’s school and those of the Missionary schools.
'Phe average age of entering school or beginning to learn English
was 12*5 years, the average age when the schools were visited
was 15‘5 years, and the average of the ages at which it was
considered probable the scholars would leave school was 21*4
years.
’I’lie scholars in all the three schools art* taught gratuitously.
All the Baja’s scholars are furnished with paper, pens, and ink,
tree of charge; and eleven of them receive food for four years.
They supply themselves with books.
dlic instructiou given in the tw^o Missionary schools will be
seen from the following details. The lowest class or youngest
boys of the Burdwan school con the English spelling-book; the
scholars of the next give the meaning both of the Spelling-book
and Beader; the fourth grade read the New Testament, learn
Murray’s abridged grammar, know something of the maps of
Asia, Europe, and Africa, and of the use of the terrestrial globe,
work sums in simple multiplication, and translate easy sentences
from Bengali into English; the fifth grade add to the preceding
some acquainttmee with syntactical parsing and with the outlines
of ancient history; and the highest class still further read the
history of England, study the definitions, axioms, and a few of
804
StATE Ot' EDUCATION IN BfeNOAL
the propositions of the first book of Euclid, work sums in com-
pound addition, and translate rather more difficult sentences from
Bengali into English.
The books used in the Baja’s school are Murray’s Spelling
Book and abridged grammar, the English Reader, the Universal
Letter- writer, and Dyche’s Guide to the Eng!jish tongue. The
teachers, never having enjoyed the advantages of competent
instruction, jK>8se6S a mere smattering of the language and can
of course communicate only what tliey know.
Under the superintendence of the Rev. Mr. Linke a school
for orphan boys has recently been formed on the Church Mission
premises at Burdwan. ^'’hey are to bo taught hlnglish as well as
Bengali, but they were acquainted with Bengali only at the time
the school was visited, and they have therefore been enumerated
in the account already given of the Bengali schools of the district
in page 242. ’J'hey are twelve in number and are the children of
native Christian parents. Jn addition to instruction in letters
and religion, they are also taught some of the mechanical arts as
weaving, tailoring, and car|)entry. The school is entirely sup-
ported by the subscriptions of benevolent persons in Burdwan.
There are four girls’ schools in the district, of which one,
situated at Japat in the Culna thana, and superintended by the
Reverend Mr. Alexander, is supported by the Ladies’ Society
of Calcutta; a second, situated in the town of Burdwan, and
superintended by the Reverend Mr. Linke, is supported by the
same Society; a third, situated on the Mission premises in the
neighbourhood of Burdwan, is supported and superintended by
the Reverend Mr. Weitbrecht; and a fourth, situated in the
neighbourhood of Cutwa in the thana of that name, and superin-
tended by the Reverend William Carey of the Baptist Missionary
Society, is supported by the Calcutta Baptist Society for pro-
moting Native Female Education. In all these cases the wives
of the Missionaries co-operate in the superintendence.
Besides the above-mentioned gratuitous superintendence
there are thirteen paid teachers employed in these four schools;
and of that number eight teachers are attached to the Japat
school alone, two to the Cutw^a school, two to the Burdwan
school, and one to Mr. Weitbrecht ’s school. Six of the teachers
are Native Christian*i and seven are Hindus. Of the Native
Sl?Aj?E OF IfiDUCATION IN BENGAL
305
Christian teachers four are males, two females. The following
are the castes of the Hindu teachers: —
Bajbansi ... 2 Kshatriya
Brahman ... 1 Chhatri
Kayastha ... 1 Vaishnava
The teachers are paid by monthly salaries —
Six of the teachers paid by the Ladies’ Society receive Rupees 6
each
Four receive Rupees 4 each
One teacher receives from Mr. Weitbrecht
Two teachers paid by the Baptist Society receive Rupees 12-8 each
The average is Rupees 6-12-3 to each teacher.
The average age of all the teachers is 26’ 7 years. The age
of one of the female Native Christian teachers is 16, and of the
other 18 years.
The number of girls taught in the four schools is 175. Their
average age, when they entered school, was 6‘5 years; 'their
average age at the time when the schools were visited was 9*1
years; and tlie average age at which they intended or were
expected to leave school was 14*9 years.
Of the total number of scholars one is a Musalman girl;
thirty-six are the daughters of Native Christian parents, oi
orphans rescued from starvation and supported by the Mission-
aries; and one hundred and thirty-eight are the daughters ot
Hindu parents. The Hindus are thus sub-divided according U
their castes —
Bagdhi
58
Vaishnava
... 6
Muchi
18
Tanti
... 6
Bauri
17
Chandal
... 2
Dom
17
Kurmi
... 1
Hari
12
Biiiti
... 1
A sum of Rupees 1-8
per
month is allowed by the Ladies*
Society for refreshments to the children. Three female messen-
gers are employed to bring the children to school and to conduct
them home. If one messenger brings ten scholars every day
for a month she gets two rupees, and more or less in proportion
to the number. It is not necessary that the same scholars should
always be brought by the same messenger; the number only it
regarded.
1
1
1
30 0 0
16 0 0
8 0 0
25 0 0
306
STATE OF EDUCATION IN BENGAL
The only language taught in the girls' schools is Bengali.
The books read are chiefly religious and the instniction Christian
They are also taught needle-work. The following is the distri
bution of the scholars into four grades of Bengali instruction: —
(а) Girls who read only ... ... ... 112
(б) ,, who write on the ground ... ... 2
(c) ,, ,, on the palm-leaf ... 57
(d) ,, ,, on the plantain-leaf ... 4
The only other institution in this district to be noticed is an
infants' school situated on the C'hurch Mission premises in the
neighbourhood of Burdwan. The children are about 15 in
number of both sexes, partly Native Christian children and partly
orphans. They are under the care of Miss Jones, lately arrived
from England, and well acquainted with the modes of infant
instruction in use there. The ear is chiefly taught, and the
exercises are pronounced in recitative.
Disti'ict of South Behar
In this district there is only one institution to be noticed
under the present section. At Shahebgunge, the chief town of
the district, a school in viiich English, rorsiaii, and Arabic arc
taught has been established by Kaja Mitrajit Singh of Tikari,
and is superintended by his son Mirza Bahadur Khan. Tw'o
Maulavis and one English teacher are employed; and as they
discharge their respective duties without any connection or com-
munication with each other, I have preferred considering them
as at the head of three separate institutions. The Eaja has
granted the use of a garden-house for the purposes of the school,
but one of the Maulavis causes his pupils, six in number, to
attend him at his own dwelling-house, and the other meets his,
live in number, in one of the apartments of the garden-house.
These two schools have already been enumerated amongst the
Persian and Arabic* schools in Section IX.
The only other branch of the institution is the English
school which assembles in the principal apartment of the garden-
house and is conducted by Mr. Francis, an East Indian, who
receives a salary of 40 rupees per month. The number of
STAtE OE education IN BENGAL
80 ^
scholars is 28, of whom one is a Christian, three are Musal-
mans, and nineteen 80*6 Hindus. The following are the castes
of the Hindus: —
Kayastha ... 10 Kajput ... 2
Brahman ... 3 Sadgop ... 1
Vaidya ... 2 Mali ... 1
Of these nineteen Hindu scholars, ten are natives of Bengal.
The average age of all the scholars at the time they entered
school was 13'5 years; at the time the school was examined 14‘7
years; and the probable age at which they would leave school,
22 years.
The books read consist of the usual routine, viz., Murray's
Spelling Book and abridged grammar, the English Header, and
Clift’s Geography, with a little ciphering.
The expense of the institution, including the English,
Persian, and Arabic branches, is limited by the Haja to 200
rupees per month, of which 40 are paid to English, 60 to one of
the Maulvis, and 30 to the other; 14 Hupees are paid to the
])upils of one of the Maulvis and 22 rupees to those of the other;
and the remaining sum provides for the miscellaneous expenses
incurred in common on account of the two Madraeas and the
English school.
District, of l^irhooi
Of the classes of institutions considered under the present
Section there is not a single example to be found in this district.
As far as I could learn there is not a single institution of
European origin, nor one of Native origin established for the
acquirement and communication of European learning.
SECTION XII
CrENBRAL EeMARKS ON THE STATE OF INSTRUCTION IN THE
Schools mentioned in the preceding Section
The preceding Section contains all the information I have
been able to collect in the districts visited respecting those
institutions in which English is taught or which have been
808
STATK OP EDUCATION IN BENGAL
established for the instruction of orphans, girls, and infants; and
the following remarks are suggested by the statements it contains
and by the facts wliich have come under rny observation.
First . — It is impossible for me fully to express the confirmed
conviction 1 have acquired of the utter impracticability of the
views of those, if there arc any such, who think that the English
language should be the sole or chief medium o£, conveying know-
ledge to the natives. Let any one conceiving )bhe desirableness
of such a plan abandon in imagination at least the metropolis of
the province or the chief town of the district in which he may
happen to be living, and with English society let him abandon
for a while his English predilections and open his mind to the
impressions wliich fact and observation may produce. Let him
traverse a pergunnah, a thana, a district, from north to south,
from east to west, and in all directions. Jjct him note how
village appears after village, before and behind, to the right hand
and to the left, in endless succession; how numerous and yet how
scattered the population; how uniform the poverty and the
ignorance; and let him recollect that this process must be carried
on until he has brought within the view of his eye or of his mind
about ninety or a hundred millions of people diffused over a
surface estimated to be equal in extent to the whole of Europe.
It is difficult to believe that it should have been proposed to
communicate to this mass of human beings through the medium
of a foreign tongue all the knowledge that is necessary for their
higher civilisation, their intellectual improvement, their moral
guidance, and their physical comfort; but since much has been
said and written and done which would seem to bear this inter-
pretation, and since it is a question which involving the happiness
and advancement of millions will not admit of compromise, 1
deem it my duty to state in the plainest and most direct terms
that my conviction of the utter impracticability of such a design
has strengthened with my increased opportunities of observation
and judgment.
Second . — Although the English language cannoi become the
universal instrumeni, European hnowlcdge must he the chief
matter of instruction; and the circumstances in which the country
is placed point out the English language, not as the exclusive,
but as one of the most obvious, means of communicating thai
instruction. I have, therefore, watched with much interest and
STATE OF EDUCATfON m BEXGAL
309
promoted by any suggestions T could offer every desire and
endeavour on the part of natives to acquire a knowledge of our
language. In the districts 1 liave visited, the desire cannot be
said to be general, only bceanse it is vain to desire that which is
plainly unattainable; but it lias been found to exist in instances
and in situations where its existence is very encouraging. I have
met with a learned Hindu and a learned Musalman in different
districts, each in the private retirement of his native village
attempting by painful and unassisted industry to elaborate some
acquaintance with our language, and eagerly grasping at the
slightest temporary aid that was afforded. Nor is it only in
individual cases that this anxiety is displayed. The school at
Uaipur in the Beerbhoom district was established and continues
to be supported througli the desire of a wealthy native landholder
to give an English education to his children. The Eaja of
Burdwan’s school is the more remarkable because it is established
in Biirdwan where another English school exists, which, although
under Missionary direction, has been liberally patronized by the
Eaja, and in which the scholars receive superior instruction to
that which is given by the Eaja’s teachers. The support he has
bestowed on the Missionary English school may bo attributed to
European influence or to a desire to conciliate the favour of the
European rulers of the country; but the establishment of a
separate school in his own house and at his own sole expense
can be ascribed only to his opinion of the importance of know-
ledge of English to his dependants, and a desire to aid them
in its acquisition. The English branch of the institution at
Swhehgungc supported by Eaja Mitrajit Singh and superintended
by his son, does not appear to have been of native origin; and
generally speaking the desire to know English is found in fewer
instances in the Behar than in the Bengal districts. In both it
IS chiefly learned and wealthy men that have sought it for them-
selves or their children; and, with a view to purposes of practical
utility, it is to those classes in the present condition of native
society that it is most suitable.
Third . — ^The instruction given in these English schools is
very elementary and even that is sometimes crude and imperfect.
The teachers are in some instances Missionaries who have only
fm hour or two to bestow every day or even every second or
third day; and in other instances the teachers are themselves
810
ftTATE OF EDUCATION IN BENGAL
very insufficiently instructed; while in those cases in which a
rather higher grade of qualification is possessed, the local
superintendence is not vigilant, the attendance of the scholars is
desultory and irregular, and the instruction is thus generally
kept low and rudimental. Conducted as these schools are, ail
that can be generally expected from them ip that they should
send forth tolerable readers of printed English books and toler-
able copyists of English manuscript, but wiinout the power of
speaking or writing the English language correctly, and without
either the will or the power, after leaving school, to prosecute
the study of the language so as to acquire and cherish a taste for
its literature. In some instances the scholars at the close of
the course of English instruction through which they pass will
have some acquintance with the first rules of arithmetic and
with some of the principal facts in geography, history, and the
system of the world, but without understanding much, if any
thing, of the principles on which these branches of knowledge
depend. This account will be understood as strictly applying
only to those schools that have been enumerated in the preceding
Section, without pronouncing on the character of other schools
of the same class in other districts.
Fourth . — The orphan schools at Berhampore and Burdwan
belong to a class of institutions which deserves special notice and
encouragement not merely because such institutions supply the
immediate wants of destitute orphans, which alone constitutes a
strong claim, provided the means employed are not allowed to
weaken existing domestic ties; but also because the object is to
train them to the arts and habits of industry by which they may
in after-life earn their own bread. In other schools a knowledge
of books, of the words and phrases which books contain, and of
the ideas which the understanding of children can apprehend or
their memory retain, is taught; in these industrial institutions,
some kind of art or trade is also taught, the physical powers are
developed, enjoyment and profit are connected in the mind with
labour as effect with cause, and thus both the capacity and the
disposition are created that will prevent the youth so instructed
iix>m becoming a burden either to himself or to others, and that
will make him an industrious and useful member of society. I
am not aware of the existence of other institutions of the same
kind in other parts of the country, and the two I have mentioned
STATE OF EDUCATJ(»N IN BENGAL
811
are still in their infancy. The increase of their number with a
view to the improvement of the condition and habits of the lower
classes of the people is eminently deserving of consideration.
Fifth . — The importance of Hjo object contemplated by the
establishment of native female schools, and the benevolence of
those who have established them, cannot be questioned, buc
some doubt may be entertained of the adaptation of the means
to the end. The native prejudice against female instruction,
although not insuperable, is strong; and the prejudice against the
object should not be increased by the nature of the means
employed to effect it. Now it appears nearly certain that, in-
dependent of the prejudice against the object, native parents of
respectable rank must be unwilling to allow their daughters,
contrary to the customs of native society, to leave their own
homes and their own neighbourhoods and proceed to a distance,
greater or less in different cases, to receive instruction; and this
unwillingness cannot be lessened if it should appear that they
will be placed in frequent and unavoidable c;ommunication with
teachers and sircars of the male sex and of youthful age, and in
some instances with the corrupt and vicious of their own sex
I'o re-assure the minds of native parents, native matrons are
employed as messengers and jirotectors to conduct the girls to
and from school; but it is evident that this does not inspire confi-
dence, for, with scarcely any exception, it is only children of
the very poorest and lowest castes that attend the girls* schools,
and their attendance is avowedly purchased. The backwardness
of native parents of good caste may be further explained by the
fact that the girls* schools are under the sole direction of
Missionaries; and the case of the Beerbhoom school shows that to
combine the special object of conversion with the general object
of female instruction must be fatal to the latter without accom-
plishing the former purpose. These remarks must be understood
‘IS strictly limited to the schools I have specifically described,
and as inapplicable even amongst them to those in which the
scholars, as iii the case of female orphans, are under the constant,
direct, and immediate superintendence of their Missionary
instructors. In such cases the object and the means are equally
deserving of unqualified approval; but it must be obvious that
female instruction can never in this way become general.
3l2
STATK OF EDUCATION IN BENGAt
Sixth. — In some districts there are no schools of European
origin; and in those districts in which there are such institutions,
they owe their establishment principally to the exertions of
Christian Missionaries. Tirhoot, for instance, is not only one
of the most ancieni. seats of Hindu learning, hut at the present
day it is still more distinguished as a locality where European
settlers are more numerous and wealthy than in most other
districts; Jind yet there the ignorance and degradation of the
people are most profound, unrelieved by a single European insti-
tution formed to enlighten their minds or impiove their condition.
In South Behar there is, with scarcely an exception, a similar
absence of European institutioiis, but it differs fi'om l^irhoot in
not having, as far as I am aware, a single European resident who
is not a public functionary. In Moorshedabad, in Becrbhooni.
and in Burdwan there are European residents, unofficial as well
as official, and there are also institutions of European origin foi-
the benefit of the natives, but those institutions have been
projected and formed and are still maintained, often indeed with
the aid of funds from other benevolent persons, but primarily
and chiefly by the endeavours and labours of Missionaries who
thus mainly contribute to redeem the European character from
the charge that might otherwise seem to attach to it, of un-
alloyed selfishness. The spirit of the (lovernmciit has descended
to each of us individually, (roveniment has seemed to exist for
the purpose chiefly of collecting a revenue : no object is so promi-
nent or is so energetically pursued. Every Englishman lives and
toils to amass a fortune : no passion is so strong or so pervading
The people in the mean time whose labour gives revenue to the
state and wealth to the individual are degraded by ignorance and
poverty, and the obligation to instruct and elevate them is some-
times wholly denied and in all cases is feebly felt and acknow-
ledged. Even Missionaries who enjoying only a humble sub-
sistence would seem to be less liable to the imputation of aa
exclusive regard to self-interest, do not receive credit with the
natives for the sacrifices they make, for they are known to be
the paid agents of religious associations and to have proselytism
chiefly in view. Government alone can act on those enlarged
and comprehensive views which will conciliate the prejudices
and awaken and engage the sympathies of all classes in favour
of the great and important object of public instruction.
STATE OP EDUCATION IN BENGAL
313
SECTION XIII
Population
The preceding sections contain the substance of the informa-
tion collected respecting the state of school-instruction; and the
state of domestic and adult instruction remains to be shown. A
census of the population within the limits to which this part of
the inquiry w'as confined was found an indispensable preliminary,
and the results of the census will, therefore, in the first place be
^iven.
City of Moorshedabad
In the nineteen than as included within the city jurisdiction
there are 373 mahallas and villages. The mahallas are the
streets, quarters, or wards of the city properly so called. Tlie
villages contain the scattered agricultural population.
The number of families is 34,754, averaging 93*4 families
to each mahalla or village. The number of Hindu families is
24,094, of Musalman families 10,647, and of Native Christian
families 13.
The number of persons is 124,804, of whom 84,050 are
Hindus, 40,709 are Musalmans, and 45 are Native Christians;
averaging 3*591 persons to each of the total number of families,
3-488 to each Hindu family, 3*823 to each Musalman family, and
3-461 to each Native Christian family. The proportion of Hindus
to Musalmans and Christians is as 100 to 48*4. In the enumera-
tion both of families and persons, the native soldiers cantoned
at Berhampore, and Europeans, whether public functionaries
civil and military or private individuals, have been omitted.
The number of males of all ages is 62,519, and of females
of all ages 62,285, giving a proportion of 100 males to 99 6
females. In the enumeration of males, sixty-three eunuchs,
stated to be of Abyssinian birth and belonging to the household
of the Nawab of Moorshedabad, have been included.
The number of males above fourteen years of age is 46,670,
and of females of the same age 61,148, giving a proportion of 100
males to 109*5 females above fourteen years.
83— 1326B.
814
STATE OP EDUCATION IN BENGAL
The number of males between fourteen and five years of age
IS 9,539, and of females of the same age 5,553, giving a propor-
tion of 100 males to 58*2 females between fourteen and five.
The number of males below five years of age is 6,310, and
of females of the same age 5, '584, giving a proportion of 100 males
to 88*4 females below five. j
The number of persons, male and female, above fourteen
years of age, is 97,818, and the number of\persons, male and
female, below five, is 11,894, amounting together to 109,712;
the number of persons, male and female, bety^een fourteen and
five years of age, is 15,092; and the proportion of the population
above fourteen and below five to the population between fourteen
and five is as 100 to 13*7.
District of Moorshedabad
Of the eighteen Mofussil thanas of this district the one
selected for investigation was the Daulatbazar thana which was
found to contain 183 towns and villages.
The number of families is 12,832, averaging 70*1 families to
each town or village. The number of Hindu families is 7,058,
and of Musalman families 5,774.
The number of persons is 62,037, of whom 33,199 are Hindus,
and 28,838 are Musalmans, averaging 4*834 persons to each ot
the total number of families, 4*703 to each Hindu family, and
4*994 to each Musalman family. The proportion of Hindus to
Musalmans is as 100 to 86*8.
The number of all ages is 31,560, and of females of all ages
30,477, giving a proportion of 100 males to 96*5 females.
The number of males above fourteen years of age is 20,222,
and of females of the same age 22,615, giving a proportion of
males to 111*3 females above fourteen years.
The number of males between fourteen and five years ol
age is 6,801,' and of females of the same age 3,627, giving '
proportion of 100 males to 93*3 females below five.
The number of persons, male and female, above fourteen
years of age, is 42,837, and the number of persons, male and
female, below five is 8,772, amounting together to 61,609; th>'
number of persons, male and female, between fourteen and fi'^‘
years of age, is 10,428; and the proportion of the population
STATE OF EDUCATION IN BENGAL
316
above fourteen and below five to the population between fourteen
and five is as 1(K) to 20‘2.
District of Becrbhoorn
Of the seventeen thanas of this district the one selected for
special investigation was the Nanglia thana which was found to
contain 267 villages.
The number of families is 9,117, averaging 37T families to
each village. The number of Hindu families is 7,597, of Musal-
man families 612, of Santhal families 786, and of Dhangar
families 122.
The number of persons is 46,416, of whom 38,489 are
Hindus, 2,977 are Musalmans, 4,261 are Santhals, and 689 are
Dhangars, averaging 5‘09l persons to each of the total number
of families, '5*066 to each Hindu family, 4*864 to each Musalman
family, 6*421 to each Santhal family, and 5*647 to each Dhangar
family. The proportion of Hindus to the aggregate of Musal-
mans, Santhals, and Dhangars is as 100 to 20*5.
T^he number of males of all ages is 23,496, and of females
of all ages 22,920, giving a proix>rtion of 100 males to 97*5
females.
The number of males above fourteen years of age is 14,414,
and of females of the same age 15,996, giving a proportion of 100
males to 110*9 females above fourteen.
The number of males between fourteen and five years of
age is 5,487, and of females of the same age 3,442, giving a
proportion of 100 males to 62*7 females between fourteen and
five
The number of males below five is 3,595, and of females of
the same age 3,482, giving a proportion of 100 males to OO'S
females below five.
The number of persons, male and female, above fourteen
years of age. is 30,410, and the number of persons, male and
female, below five years of age, is 7,077, amounting together to
37,487 ; the number of persons, male and female, between four-
teen and five years of age, is 8,929; and the proportion of the
population above fourteen and below five to the population be-
tween fourteen and five is as 100 to'23’8.
816
STATE OF EDUCATION IN BENGAL
District of Burdwan
Of the thirteen thanas of this district the one selected for
special investigation was the Culna thana, which was found to
contain 288 towns and villages.
The number of families is 28,346, averaging 81*06 families
to each town or village. The number of HinAu families is 19,047,
of Musalman families 4,287, and of Native Christian families 12.
The number of persons is 116,425, of whom 93,923 are
Hindus, 22,459 are Musalmans, and 43 are Native Christians,
averaging 4*986 persons to each of the total number of families,
4*935 to each Hindu family, 5*238 to each Musalman family,
and 3*583 to each aggregate of Musalmans and Native Christians
is as 100 to 23*9.
The number of males of all ages is 59,844, and of females
of all ages 56,581, giving a proportion of 100 males to 94*5
females.
The number of males above fourteen years of age is 38,974,
and of females of the same age 42,071, giving a proportion of
100 males to 107*9 females above fourteen.
The number of males between 14 and 5 years of age is
11,334, and of females of the same age, 6,842, giving a proportion
of 100 males to 60*3 females between 14 and 5.
The number of males below five years of age is 9,536, and of
females of the same age 7,668, giving a proportion of 100 males to
80*4 females below five.
The number of persons, male and female, above 14 years of
age, is 81,045, and the number of persons, male and female, be-
low 5 is 17,204, amounting together to 98,249 ; the number
of persons, male and female between 14 and 5 is 18,176; and
the proportion of the population above 14 and below 5 to Mn'
population between 14 and 5 is as 100 to 18*4.
District of South Behar
Of the nine thanas of this district the one selected for special
investigation was the Jehanabad thana which was found to con-
tain 803 towns and villages.
STATE OF EDUCATION IN BENGAL
317
The number of families is 14,953, averaging 18‘6 families to
each town or village. The number of Hindu families is 12,549,
and of Musalman families 2,404.
The number of persons is 81,480, of whom 69,515 are
Hindus, and 11,965 are Musalmans, averaging 5‘462 persons to
each of the total number of families, 5*539 to each Hindu family,
and 4*977 to each Musalman family. The proportion of Hindus
to Musalmans is as 100 to 17*2.
The number of males of all ages is 44,386, and of females of
all ages 37094, giving a proportion of 100 males to 83*5 females.
The number of males above 14 years of age is 29,936, and of
females of the same age 27,637, giving a proportion of 100 males
to 92*3 females above 14.
The number of males between 14 and 5 years of age is
9,781 and of females of the same age 5,814, giving a proportion
of 1(K) males to 59-4 females between 14 and 5.
The number of males below five years of age is 4,669, and of
females of the same age 3,643, giving a proportion of 100 males
to 78*02 females below five.
The number of persons, male and female, above 14 years of
age, is 57,573, and the number of persons, male and female,
below five, is 8,312, amounting together to 65,885; the number
of persons, male and female, between 14 and 5 years of age, is
15,595 ; and the proportion of the population above 14 and below
5 to the population between 14 and 5 is as 100 to 23*6.
District of Tirhoot
Of the 16 thanas of this district the one selected for special
investigation was the Bhawara thana, which was found to con-
tain 402 villages.
The number of families is 13,143, averaging 32*6 families to
each village. The number of Hindu families is 11,946, and of
Musalman families 1,197.
The number of persons is 65,812, of whom 59,836 are Hindus,
and 5,976 are Musalmans, averaging 5*007 persons to each of the
total number of families, 5*006 to each Hindu family, and 4*992
818
STATE OP EDUCATION IN BENGAL
to each Musalmau faroily. The proportion of Hindus to Musal-
mans is as KX) to 9'9.
The number of males of all ages is 85,961, and the number
of females of all ages is 29,851, giving a proportion of 1(X) males
to 83 females.
'^riie number of males above 14 years of age is 28,224, and
the number of females of the same age is 21492, giving a pro-
portion of 100 males to 9T2 females above 14. \
The number of males between 14 and 5 years of age is
8,368, and the number of females of the same age is 5,041,
giving a proportion of 100 males to 60'2 females between 14 and
5.
The mmdjer of males below five years of age is 4,369, and
the number of females of the same age is 8,618, giving a propoi*-
tion of 100 males to 82*8 females below five.
The number of persons male and female, above fourteen
years of age, is 44,416, and the number of persons, male and
female, below five, is 7,987, amounting together to 52,403; tlu^
riuinbcr of persons, male and female, between 14 and 5 is 13,409 ,
and the proportion of the population above 14 and below 5 to
the population between 14 and 5 is as 100 to 25*5.
SECTION XIV
General Eemarks on the Population Returns
First , — The number of villages ineiitioned is the number of
actual settlements of people or assemblages of houses inhabited
by families at a greater or less distance from similar settlements
or assemblages; and it is different from the number of mauzas
or villages recorded in the Magistrate and Collector’s office as
belonging to the respective thanas. It is probable that the
latter were all originally inhabited villages, but through various
causes some of them have ceased to be so, while in other ins-
tances the number of inhabited villages has increased without
any increase in the official enumeration. The difference, there-
fore, between that enumeration and the ascertained number of
STATE OF education IN BENGAL
319
inhabited villages oeeurs in the way both of excess and defect, as
will appear from the following comparison: —
TbaDus
Nuinlier «'f vilUfies lecorded
ill ibe Magi tnite anJ
Collector’s Office
Ascertained nuuiber
of inhabited
villages
P.iulHtbazar
209
183
Maxij’lia
224
267
Culna
3 8
288
Jebxnabad
869
803
Bhawara
340
402
The ascertained number of inliabited villages in thana Nan glia
and Bhawara is greater, and in thanas Daulatbazar, Culna, and
Jehanabad less, than the otheial number of villages. The excess
in the two former may be attributed to the extension of cultiva-
tion in the Beerbhoom and Tirhoot districts, leading to tlie
gradual formation of new villages. The (*auses of deficiency in
the three latter L had not the means of satisfactorily investiga-
ting, but I have met with individual instances of the abandon-
ment of villages which were popularly asc'ribed to pestilence,
with others caused by the encroachments of the neighbouring
river, with others that were attributed to disagreement with
European settlers, and with others that were alleged to have
arisen from the quarrels of adjoining zemindars leading to ex-
cessive exactions from the cultivators.
Second . — The average number of families in each village is
an evidence and measure of a comparatively dense or sparse
population. The following are the results in the different
thanas : —
Daulatbazar 70’ 1
Nanglia ^7*1
Culna 81 ’06
Jehanabad
Bhawara
The extremes are Culna and Jehanabad, the former a populous
thana of a very populous district, and the latter a thana of a
district not remarkable for the scantiness, but for the dispersion
of its population. Intermediate degrees of social aggregation are
320
STATE OF EDUCATION IN BENGAL
found in the other three thanas. Compared with the othei’
Bengal districts Beerbhoom is thinly peopled, but it will be ob-
served that tlie average number of families in each village in
thana Nanglia of that district, although the lowest of the Bengal
averages, is greater than the highest ojf the Behar averages,
tending to show the comparative sparseness of the population
throughout Behar. The (*ause of this anc^ of other effects will
probably be found in the extreme sub-divisibn of landed property
in that province ; but whatever the cause, the fact i,s necessary to
be known in framing suitable measures for the promotion of
general instruction.
Third . — For the purpose of comparison I subjoin in one view j
the number of persons in each family, taking the different classes
of the population collectively and separately —
City of Mooribedabad
Thaoa Daulatbazar
Thana Nanglia
Thana Calna
Thana Jebsnabad
Thana Bhawara
.s
a
a
a
a
Q
1
1
&
p.g
CB
.. . 4^
*o
® §
o fl
IM •
M *
M §
a
-S.'S*
q> 0
JQ T3
§ s
i'S
e s
§•2
pH
||
V u
Ctf) s
eB a
0 C7
g «
1
<
<
3*691
8*488
8-828
4-884
4*708
4-994
6*091
6*066
4 884
4-986
4*981
6-288
6*462
6*639
4-977
6*007
6*008
4-992
Oi ^
a
S P
a CO
PCD
«> *§
i
s.^
•si
a*
0
t «
<
to
o
u
si
I
6-421
6-647
8*461
3-683
The average number of persons in each family in the city of
Moorshedabad is less than the corresponding results in the
Mofussil thanas of the respective districts, and one cause of this
will be found in the fact that the number of traders, shop-keepers,
and day-labourers who resort to Moorshedabad from the siu-
rounding or more distant districts without their families is gre.ii.
There are also three classes of women who have no families,
STATE OF EDUCATION IN BENGAL
B21
wlio are found in considerable numbers within the limits of the
city jurisdiction, viz., public women; aged women, who reside
on the banks of the Bhagarathi on account of the holiness which
its waters confer ;.and widows The number of widows is alleged
to be greater in the city than in the country, in consequence of
the greater prevalence of epidemic diseases wliicdi are believed by
the natives to be more fatal to the male than to the female sex.
All these causes, affecting both the male and female population,
combine to increase the number of families consisting of one or
two individuals, and consequently to lessen the general average
of persons in each family in the city. The five Mofussil thanas
differ very little from one anotlier — the lowest average being less
than a quarter of a unit below, and the highest less than a half
above five persons in each family which may, therefore, be deem-
ed the mean rate The difference between the Hindu and Musal-
man averages is small, and is isometimes in favour of the
Hindu and sometimes of the IMohammadan division of the popu-
lation. The difference is greatest in the Jelianabad thana, where
it is more than half a unit in favour of the Hindus. The Santhal
and Dhangar averages in the Beerbhoom district are high com-
pared with the Hindu and Musalmati averages of the same
district, which may be accounted for by the more peaceable
habits of the former classes and the stronger disposition of
relations to live together. The number of Native Christian
families is so small that no conclusion can be founded on the
results exhibited.
FouHii . — The proportion of Hindus to Musalmans and
others in the different localities is subjoined —
In the city of Moorshedabad there are 100 Hindus to 48*4 Musalmans, &c.
Jri thana Daulutbazar, ,, ,, ,, to 86*8
In thana Nanglia, to 20*5
In thana Culna, to 23*9
In thana Jehanabad, to 17*2
In thana Bbawara, to 9*9
These proportions must be considered as strictly limited to the
localities mentioned, without extending them to the districts to
which the respective thanas belong, because the proportions
differ not only in different districts, but in different thanas of
the same district. The variety of results shows the necessity of
a more complete and general census ; and the only positive con-
322
STATE OF EDUCATION IN UENOAE
elusion possess. 11^ value js that which respects the city of
Moorshedabad because it embraces an entire and separate
jurisdiction. M'ithin that jurisdiction the proportion is as two
Hindus to nearly one Musalman, while in the Daulatbazar thana
of the Moorsliedabad district the proportion of Musalmans is
greater. ;
Fifth . — The following are the proportions of males to females
in the different localities: —
of Moorsbedabad
Thdua Daulatbazar
„ Nanglia
M Cuba
M .Jcjbanabad
„ Bliawaia
Proportion of mules of all Bi.ea
to females of all ages is as
lOu to
Proportion of males above 14 to
females of the same age is as
100 to
Proportion of males betv^een 14
and 5 to females of the
same age is as 100 to
Proportion of males below five to
females of the same age is as
100 to
99 6
109’5
58*2
8S-4
96 6
111-3
63 -3
93 3
97 6
lfO-9
62*7
96*8
94 6
107 9
60*3
80 4
83 5
923
1 69*1
78*02
830
91*2
GO-2
82-8
The first remark which occurs here respects the obvious difference
in the first and second columns between the proportions of the
Bengal and those of the Behar thanas. 1 am wholly unable to
offer any explanation of the difference. The second remark is the
great excess of males between 14 and 5 above females of the
same age both in the Bengal and Behar districts, as exhibited in
the third column. This may, with some probability, be account-
ed foi bv supposing that from doubt or suspicion of the object
of the inquiry, tlic numlxir of females of that age was often pur-
posely diminished either by actual suppression or by transfer to
the preceding column which, in the Bengal districts especially,
contains an excessive proportion of females above 14. I am not,
however, perfectly satisfied with this explanation, for the uni-
formity of the effect in all the districts as well a.8 in the city of
STATE OF Education jn bencial
323
Moorshedabad seeius to require a cause of more uniform opera-
tion than mere doubt or suspicion.
Sixth . — The proportion of the numbers above 14 and below
five, i.e., of those who have not yet attained the age of school
instruction, and who have passed beyond it, to the number
between 14 and 6, i.e., of those who are of the teachable age, is
subjoined —
111 the city of Moorshediibad, there ure 100 above 14 and below 5, to 13*7
between 14 and 5.
In thana Daulatbazar, (here are 100 above 14 and below 5, to 20*2 between
14 and 5.
Ill thana Nanglia, there are 100 above 14 and below 5, to 23*8 between
14 and 5.
In thana Cuhia, there are 100 above 14 and below 5, to 18*4 between
14 and 5.
Ill thana Jehanabad, there are 100 above 14 and below 5, to 23*6 between
14 and 6.
In thana Bliawara, (here are 100 above 14 and below 5, to 25*5 between
14 and 5.
If we could be sure of an approximation to truth in these
results, the advantage of it would be that we should possess the
means of comparing the ascertained amount of instruction with
the ascertained number of those who are of an age to receive it,
and of proportioning the supply to the wants of society without
allowing excess in one place or deficiency in another.
Seventh . — I have not attempted to estimate the number of
inliabitants to the square mile, because I had not the means of
ascertaining the superficial extent of the localities in which a
census of the population was taken.
SECTION XV
Domestic Instruction
The subject of domestic instruction was noticed in the
Second Report, to which reference should be made.
City of Moorshedabad. — The number of families in which
domestic instruction is given is 216, of which 147 are Hindu and
f)9 are Musalman families. The number of children receiving
domestic instruction is 300, of whom 195 are Hindu and 105 are
Musalman children*
B24
STATE OF EDUCATION IN BENGAI.
Thana Daulatbazar. — The number of families in which
domestic instruction is given is 254, of which 201 are Hindu and
53 are Musalman families. The number of children receiving
domestic instnu'.tion is 326, of whom 265 are Hindu and 61 arc
Musalman (diildren.
Thana Nanglia. — The number of families in which domestic
instruction is given is 207, of whi(*h 197 are Hindu and 10 arc
Musalman families. The number of children receiving domes-
tic instruction is 285, of whom 267 are Hindu and 18 are Musal-
man children.
Thana Culna. — The number of families in which domestic
instruc'-tion is given is 475, of which 414 are Hindu and 61 aiv
Musalman families. The number of children receiving domestic
instruction is 676, of whom 595 are Hindu and 81 are Musalman
children.
Thana Jehanabad. — The number of families in which domes-
tic instruction is given is 360, of which 295 are Hindu and 65 are
Musalman families. ^J'he number of children receiving domestic
instruction is 539, of whom 435 are Hindu and 104 are Musalman
children.
Thana Bhawara. — The number of families in which domestic
instruction is given is 235, of which 223 are Hindu and 12 are
Musalman families. The number of children receiving domestic
instruction is 288, of whom 275 are Hindu and 13 are Musalman
children.
SECTION XVI
General Remarks on the State of Domestic Instruction,
INCLUDING A ViEW OF THE AmOUNT AND PROPORTION OF IN-
STRUCTION AMONGST THE ENTIRE JUVENILE POPULATION OK THE
TEACHABLE AgE.
First . — ^When I was in the Rajshahi district I ascertained
the number of families only in which domestic instruction wai"
given to the children, without noting the number of children in
each such family. In the localities subsequently visited, this
STATE OF EDUCATION IN BENGAL
325
omission, it will have been seen from the preceding section, was
supplied, and the average number of children receiving domestic
instruction in each family is subjoined —
City of Moorshedabad
1*388
Thana Daulatbazar
1*279
,, Nan glia
1*375
, , Culna
1*423
, , J chanabad
1*219
, , Bhawara
1*225
I estimated the Eajshahi average at IJ, which is in excess of
all these avei’ages subsequently ascertained, from which it may
be inferred that the number of children receiving domestic in-
struction in that district was probably over-estimated.
Second . — The limited extent of domestic instruction will
appear from a (comparison of the number of families, Hindu and
Musalman, in which it is, with the number in w'hich it is not,
given —
Hiudu fanailies.
MuBdlman faaiilies.
e
%
a
^Ueaaioi
■
S
•ui
D9
.9
lomestic
_o
_o
Ih
a>
JO
a
to
4)
a
73
u> a
.2-S
o
'Sl -
(J
a>
A
a
CO
(U
8
o
4l
0
CO
>
•J>
a
c
a
*«
o
^ 9
a •-
.E
A
a
H
5
o
City of Mooraheda-
10,647
69
10,647
bad
21,094
147
23,947
Thana Daulatbazar
7,068
201
0,867
6,774
63
6.721
„ Nauglia ...
7,697
197
7,400
18,683
612
10
()02
If Guloa
]9,'»47
414 1
4,287
61
4,226
II Jehanabad
12,649
296 !
12,254
2,404
66
4.389
M Bhawara ...
11,946
228
11,723
1,197
12
1 ,186
326
STATE OP EDUCATION IN BENGAL
Third . — A comj^nrison of the number of children recoivirif^
doTnenti(' instruction with tlie number capable from age of receiv-
ing it will furnisli still more precise data —
S 2 0
> .
§ 5.2
« 2
*9 jwS -
^ tJ
p 2
c P
.i;
*0 'TS ^ ^
12 £
ui :d r j:
la .2
0 g
0
Si ns
a ~ tuo
tr
0 a
4 ^ 'p
a
a p
a
tuo
a a; Q>
a> tiL ^
- 5 d
ctf OJ 2 0
0 S S
»-t >
(y _
^ 0 ) a
5zi
City of Moor8he<kba'i
'i'biiDa Daulatbazar
15,092
300
14,79i
10,428
326
10.102
Nanglia
8,920
28)
8,6)4
17 609
Cnin-i
18.176
1 676
,, .'e' anabrtd
16.595
639
15,056
„ Bliawara
13,409
288
13,125
Fourth . — One other stoj) is necessary to arrive at a definiu
conclusion respec’iing the number and proportion of the instriicl-
ed and iininstruetcd juvenile 2 >opulntioii, viz., by adding togt'lluv
the number of children receiving domestic and school instrii *
bion, and deducting the aggregate from the total number of
children of the teachable age. The number of children given
below as receiving school instruction include those who in tlu*
city of Moorshedabad and in the thanas specially mentioned re-
ceive instruction whether in Bengali, Hindi, Persian, Englisl'.
orphans, or girls* schools, and exclude the students in Sanshiii
and Arabic schools as being generally above 14 37 ears of- age and
belonging to the adult population. The students of the Nizam-it
STATE OF EDUCATION IN BENGAL
327
College in the city of Moorshedahnrl are also considc^^c'd ns be-
longing to the adult population: —
^ 1/'
S ao
Of
g
si
i .
« • OD
'^3 ea
In'S
U 00
b
>
■§
0)
1 .
S “
S B
'O §
SS
M p
Sg'i
g-p 2
2 "on
2 0.2
5
a
® ua
'a
a
a
2 .2
^ c
',5 ^
o
v-i ‘,3
o
■g "
Q c
Q ^
H o
s3;
0 a
Ig 2
u p
is
o a
O (T
Q
*© O
lu V
Qj
§
p ^ .2
P tJOo
«.S E
9t O
g S
2.2
'g
^ a>
lac
00 a
0.9 •>
g-s'S-
■fi ^ ^2
t— 1 ■*s
eo a>
o
-O ®
g X
aj
a ^
>
"3 .fH OB
5 s s
g O P e«
Er.
V
O
e-
Ci^y of Moorsheda-
i
bad
16,UU2
959
BOO
1.259
13,838
8*3
Tbana Daulatbazar
10,428
o05
320
631
0,797
6-02
NangJia ...
8,929
41.9
285
724
8, ‘406
8*1
,, Culna
18,17(5
2,243
076
2,919
16,257
1 6*05
„ Jehanabad...
16.693
3C6
539
9l)5
14,OVO
6*8
, Bhawara ...
33.409
6(»
289
848
13,061
2-6
The last eolumn of the preceding table expresses, as far as mere
number and proportion can express, the sum and substance of
Ibis report. It shows that, in the Culna thana of the Burdwan
district, where the amount of instruction is greater than in any
nther of the localities mentioned, of every lOT) children of the
h'achable age, 16 onl\ re<!eive any kind or degree of instruction,
while the remaining 84 are destitute of all kinds and all degrees
of it; and that, in the Bhawara thana of the Tirhoot district,
where the amount of instruction is less than in any other of the
localities mentioned, of every 100 children of the teachable age,
only receive any kind or degree of instruction, while the
remaining 97^ are destitute of all kinds and all degrees of it.
The intermediate proportions are those of thana Jehanabad in
South Behar and thana Daulatbazar in the Moorshedabad dis-
328
STATE OF EDUCATION IN BENGAL
trict where there are about six children in every 100 who receive
some instruction, leaving 94 wholly uninstructed; and those of
thana Nanglia in the Beerbhoom district and the city of Moor-
shedabad in which there are about eight children in every 100
who receive some instruction, leaving 92 wholly uninstructed.
While ignorance is so extensive, can it be a matter of wonder
that poverty is extreme, that industry languishes, that (*rime
prevails, and that in the adoption of measiuys of public policy,
however salutary and ameliorating tlieir tenclency, Government
cannot reckon with confidence on the moral support of an intelli-
gent and instructed community? Is it possible that a bene-
volent, a wise, a just Government can allow this state of
things.
Fifth . — It has been already shown that the schools for girlf
are exclusively of European origin; and I made it an object to
ascertain in those localities in whi(*]i a census of the population
was taken wliether the absence of public means of native origin
for the instruction of girls was to any extent compensated by
domestic instruction. The result is that, in th an as Nanglia,
Culna. Jehanabafh Bhawara . domestic instriu'-tion w as not
in any one ins t ance sh ared by the girls of those families in
which th e boys enjo yed i ts benefits , and that in the city of
Moorshedabad and in thana Daulatbazar of the Moorshedabad
district 1 found only five and those Musalman families, in which
the daughters received some instruction at home. In one of
these instances a girl about seven years of age was taught by m
K ath Molla the formal reading of the Koran ; in another instance
two girls, about eight and ten years of age, were taught Persian
by their father, a Pathan, whose object in instructing hi^
daughters was stated to be to procure a respectable alliance for
them; and in the three remaining families four girls were taught
mere reading and writing. This is another feature in the degrad-
ed condition of native society. The whole of the juvenile female
population, with exceptions so few that they can scarcely be esti-
mated, are growing up without a single ray of instruction to dawn
upon their minds.
Sixth . — In the account given of school instructon it has
been shown, with considerable minuteness, to what classes of
society, in respect of religion and caste, the children belong; but
in the account of domestic instruction the only distinction drawn
STATE OF EDUCATION IN BENGAL
329
is between Hindus and Musalmans. The following are the re-
sults at one view : —
F a m i 1 i 6
B .
Children.
Hiodu.
Musah
man.
Total.
Hinda.
Musal-
man
Total.
City of Moorshedabad
'i’hana Daulatbazar ...
147
69
2L6
196
105
300
Q'U
63
254
266
61
326
„ Naglia
197
10
207
267
18
266
Gulna
414
61
475
595
81
676
,, Jehanabad
295
65
360
435
104
639
,, Bbawara
•
228
12
286
276
13
288
The account given in the Second Report of the classes of Hindu
society to which those families belong that give domestic instnic-
rion to the children is, I believe, in general correct, viz., zemin-
dars and talookdaris, shop-keepers and traders, gomashtas and
rnandals, pandits and priests; but I have been led to conclude
ihat the pandits or learned Brahmans constitute a much larger
proportion than any other class and probably than all the other
classes put together. Few of them send their children to
Bengali or Hindi schools where acc.ounts are the chief subject ol
instruction. Most content themselves with giving their children
a knowdedge of mere reading and writing at home which is the
sol(‘ qualiflcjition to enable them to begin the study of Sanscrit.
Sevcnih .—With regard to Ihe subject matter of domestic
instruction, and mere reading and writing of the vernacular
Ifinguage is all that is taught in the families of Brahman pandits,
but in other Hindu families I have found Persian taught. Thus
in three families belonging to one village I found three boys who
liad completed their Bengali education, receiving under the
domestic roof instruction in Persian. In another village, of five
cJiildren who were receiving domestic* instruction, one was learn-
ing Persian and four Bengali. Again, seven boys in one village
who were receiving domestic instruction were the sons of Kath
iMollas, and were merely taught the formal reading of the Koran;
^vbile four Musalman children in another village were taught
l^engali reading and writing. There can be no doubt that the
24— 1306B.
330
STATE OP EDUCATION IN BENGAL
instruction given at home is in general more crude and imper-
fect, more interrupted and desultory, than that which is ob-
tained in the common schools.
SECTION XVII
Adult Instruction
\
The state of school -instruction and of domestic instruction
shows the nature and amount of the means employed to instruct
the jjivenile population. The state of adult instruction will con-
tribute to show the effect which is produced by these means on
the general condition of society. The general condition of society
in respect of instruction may be estimated by the kinds and
degrees of instruction existing in society and by the number of
persons possessing each kind and degree. The following results
have been obtained in attempting to form this estimate : —
City of Moorshedabad
In this city the number of adults who have received a
learned education, and are engaged in the business of teaching
is 33, of whom 24 are Hindus and 9 are Musalmans.
The number of adults who have received a learned educa-
tion, and who are not engaged in the business of teaching, is
75, of whom 58 are Hindus and 17 are Musalmans.
The number of adults who have not received a learned edu-
cation, and who are engaged in the business of teaching wi<b
attainments superior to a mere knowledge of reading and wi it-
ing, is 60, of whom 42 are Hindu teachers of Bengali and Hindi
schools, 2 are Hindu teachers of English in the Nizam nt
College, 15 are Musalman teachers of Persian schools, and
is a Musalman teacher of a Bengali school.
The number of adults who have neither received a learned
education, nor are engaged in the business of teaching, but who
possess attainments superior to a mere knowledge of reading and
writing, is 4,767, of whom 4,079 are Hindus and 688 are Musal-
mans. Of the Hindus, 3,082, in addition to a knowledge of
reading and writing, are acquainted with Bengali accounts, 592
STATE OF EDUCATION IN BENGAL
831
with Hindi accounts, 342 with Bengali accounts and Persian, 56
with Bengali accounts and English, and 8 with Bengali ac-
counts, Persian, and English. Of the Musalmans, 192, in
addition to a knowledge of reading and writing, are acquainted
with Bengali accounts, 88 with Persian, 399 with Bengali ac-
counts and Persian, and 9 with Bengali accounts, Persian and
English.
There are five Native Christians who, besides a colloquial
Imowledge of the native vernacular languages, have some knowv-
ledge of English reading, writing and accounts.
The number of adults who can merely read and write is
1,700, of whom 1,555 arc Hindus and 145 are Musalmans. One
of the Hindus is a woman.
The number of adults who can merely, decipher writing or
sign their names is 715, of whom 660 are Hindus includ ing tw o
women, 53 are Musalmans including 3 women, and 2 are
NatTv^Christian women.
District of Moorshedabad
In thana Daulatbazar of this district there are no adults who
liave received a learned education, and are engaged in the buai-
lU'ss of teaching.
The number of adults who have received a learned education,
!ind who are not engaged in the business of teaching, is 13, who
are all Hindus.
The number of adults who have not received a learned edu*
l ation, and who are engaged in the business of teaching with
attainments superior to a mere knowledge of reading and writ-
ing, is 25, of whom 23 are Hindu teachers of Bengali schools and
- are Musalman teachers of Persian schools.
The number of adults who have neither received a learned
• ducation, nor are engaged in the business of teaching, but who
possess attainments superior to a mere knowledge of reading and
^vriting, is 555, of whom 501 are Hindus and 54 are Musalmans.
The number of adults who can merely read and write is 014,
‘ f whom 553 are Hindus including one woman, and 61 We
Musis^lmana.
382
STATE OF EDUCATION IN BENGAL
The number of adults who can merely decipher writing or
sign their names is 565, of whom 474 are Hindus and 91 are
Musalrnans.
District of Becrbhoom
I
In thana Nanglia of this district the nihnbor of adults wlu
have received a learned education, and are engaged in the busi-
ness of teaching, is 2 who are Hindus. »
The number of adults who have received a learned educa
tion, and are not engaged in the business of teaching, is 12, who
are all Hindus.
The number of adults who have not received a learned edu-
cation, and who are engaged in the business of teaching with
attainments superior to a mere knowledge of reading and
writing, is 34, of whom 30 are Hindu teachers of Bengali schools,
1 a Hindu teacher of a Persian school, and 3 arc Musalman
teachers of Persian schools.
The number of adults who have neither received a learned
education, nor are engaged in the business of teaching, but who
possess attainments superior to a mere knowledge of reading and
writing, is 852, of whom 335 are Hindus, and 17 are Musalrnans
The number of adults who can merely read and write it
593, of whom 586 are Hindus are 7 are Musalrnans.
The number of adults who ca.n merely decipher writing or
sign their names is 620, of whom 601 are Hindus and 19 arii
Musalrnans.
District of Burdwan
In thana Culna of this district the number of adults who
have received a learned education, and are engaged in the busi-
ness of teaching, is 38, of whom 37 are Hindus and I is 2
Musalman,
The number of adults who have received a learned education,
and who are not engaged in the business of teaching, is 99, of
whom 80 are Hindus and 19 are Musalrnans.
The number of adults who have not received a learned
education, and who are engaged in the business of teaching with
attainments superior to a mere knowledge of reading and writing.
STATE OF education IN BENGAL
333
is 93, of whom 82 are Hindu teachers of 72 Bengali schools; 71
for boys and one for girls; nine are Musalman teachers of six
Persian, two Bengali, and one English school; an d two are N ative
Ch risti a n female teachers of a girls’ school. ** ~
The number of adults who have neither received a learned
education, nor are engaged in the business of teaching, but who
possess attainments superior to a mere knowledge of reading and
writing, is 2,424, of whom 2,271 are Hindus and 153 are Musal-
mans.
The number of adults, who can merely read and write, is
2,304, of wliom 2,115 are Hindus and 181) are Musalmaiis.
The number of adults who can merely decipher writing or
sign their names is 2,350, of whom 2,100 are Hindus and 244
are IVlusalinans.
District of South Behar
In thana Jehanabad of this district the number of adults who
have received a learned education, and arc engaged in the busi-
ness of teaching, is 0 of whom 1 is a Hindu and 5 are Musal-
nians.
The number of adults who have received a learned educa-
tion, and who are not engaged in the business of teaching, is 19,
of whom 9 are Hindus and 10 are Musalmans.
The number of adults who have not received a learned educa-
tion, and who are engaged in the business of teaching with
attainments superior to a mere knowledge of reading and "writing ,
IS 53, of whom 26 are Hindu teachers of Nagri schools and 27
are Musalman teachers of Persian schools.
The number of adults who have neither received a learned
education, nor are engaged in the business of teaching, but who
possess attainments superior to a mere knowledge of reading and
writing, is 992, of whom 727 are Hindus and 265 are Musalmans.
Of the Hindus, 503, in addition to a knowledge of reading and
writing, are acquainted with Hindi accounts, and 224 with Hindi
accounts and Persian. Of the Musalmans, 2, in addition to a
knowledge of reading and writing, are acquainted with Hindi
accounts, and 268 with Hindi accounts and Persian.
The number of adults, who can merely read write, i?
^61, of whom 644 are Hindus and 117 are Musalmans.
BB4
STATE EDUCATION i!N BENGAL
The number of adults, who can merely decipher writing or
sign their names, is 1,004, of whom 927 are Hindus and 77 ar-
Musalmans.
District of Tirhoot
In thana Bhawara of this district the number of adults who
have received a learned education, and are engaged in the busi-
ness of teaching, is 7, who are Hindus.
The number of adults who have received a learned education,
and who are not engaged in the business of teaching, is 27, wlio
are Hindus.
The number of adults who have not received a learned
education, and who are engaged in the business of teaching wiili
attainments superior to a mere knowledge of reading and writing.
IS (), of whom 5 are Hindus and 1 is a Musalnian.
The number of adults who have neither received a learned
education, nor are engaged in the business of teaching, but who
possess attainments superior to a mere knowledge of reading and
w’riting, is 425, of whom 4(X} are Hindus and 16 are Musalmans
Of the Hindus 37'5, in addition to a knowledge of reading and will-
ing, are acquainted with Hindi accounts, and 34 with Hindi
accounts and Persian. Of the Musalmans, 2 in addition to .i
knowledge of reading and writing are acquainted with Hindi
accounts, and 14 with Hindi accounts and Persian.
The number of adults, who can merely read and write, is 363
of whom 302 are Hindus and 1 is a Musalman.
The number of adults, who can merely decipher writing or
sign their names, is 265, of whom 262 are Hindus and 3 arc
Musalmans.
SECTION XVIII
General Bemarks on the state of Adult Instruction
First.— The proportion of the instructed to the uninstructod
juvenile population has been showm, and it now remains to deduce
BTAtB OF Education m Bengal
S35
from the preceding details the proportion of the instructed to the
uninstructed adult population
Total adult popula
tion.
Instiucted adult popu-
lation.
Uninstructed adult po-
pulation.
Proportion of total
adult population to
instructed adult po-
pulation is as 100
to
City of Moorahedabad ...
97,818
7,355
t)0,463
7-5
Thana Daulatbazar
42,837
1,772
41,065
4'1
,, Nanglia
30,410
1,613
28,797
5*3
,, Culna
81,045
T.aoH
73,737
,, Jehanabad
57.573
2,835
54,738
4-9
,, Bhawara
44,416
1,033
43,383
2*3
The total adult population is the population, male and female
above 14 years of age, including the students both of Hindu and
Mahomedan schools of learning as being generally above that
age; and the instructed adult population is the total number of
those who were ascertained to possess any kind or degree of
instruction from the lowest grade to the highest attainments of
learning. The result is a natural consequence of the degree of
instruction found to exist amongst the juvenile population, and
is confirmatory of the proportions given in p. 327. The Culna
thana of the Burdwan district in which the highest proportion of
juvenile instruction was found is that also in which the highest
proportion of adult instruction is found, viz., about 9 in every
100, leaving 91 of the adult population wholly uninstructed. The
Jihawara thana of the Tirhoot district in which the lowest propor-
tion of juvenile instruction was found is that also in which the
lowest proportion of adult instruction is found, viz., m
every 100, leaving 97^0 adult population wholly un-
instructed. The intermediate proportions have also a corre-
spondence, thana Jehanabad having a projiGrtion of less
than 6, and thana Daulatbazar a proportion of more than
4, in every 100 possessing some kind and degree of inetruc-
cion, leaviiig about 96 iu the former and 96 in the latter
886
STATP OF EDUCATION IN BENGAL
wholly uninstructed; while thana Nanglia has a proportion of
and the city of Moorshedabad a proportion of
in every 100 possessing some instruction, leaving 94
in the former and 92 J in the latter wholly uninstructed.
Tiius in the c'omparison of one locality with another the state*
of adult instruction is found to rise and f^ll with the state of
juvenile instruction, and although this is what might have been
anticipated on the most obvious grounds, yet the actual corres-
pondence deserves to be distinctly indicated\for the sake of Ihe
confirmation wdhch it gives to the general , accuracy of tlu*
numerous details and calculations by which ihe conclusion hfis
been established.
Although this correspondence is shown to exist, so that iii
comparing one locality with another, the proportion of achili
instruction rises or falls with the proportion of juvenile instriu -
tion, yet the proportions are by no means identical. Not onlv
are the proportions not identical, but in comparing the proportion
of juvenile instruction in one locality, with the proportion ol
adult instruction in the same locality, tlie former is found to he
uniformly higher. Still further, the excess in the proportion ol
juvenile instruction above that of adult instruction is found much
higher in the Bengal than in the J^char thanas. These results aic,
explained and confirmed by the conclusion at which we arrived
on independent grounds in the early part of this Report, r/-? .
that within a comparatively recent period certain classes of the
native population hitherto excluded by usage from vernacuhir
instruction have begun to aspire to its advantages, and that this
hitherto unobserved movement in native society has taken place
to a greater extent in Bengal than in Behar. Such a movement
must apparently have the effect which has been found actually
to exist, that of increasing the proportion of juvenile instruction
as compared with that of adult instruction and of increasing it in
a higher ratio in Bengal than in Behar. The increase is not so
great in the city of Moorshedabad as in the Bengal Mofussil
thanas.
Second- — ^In speaking of the total amount of adult instruc-
tion very different kinds and degrees of instruction are included
under that general term. The attainments of those, both Hindus
and Musalmans, who have received a learned education, and who
are engaged in the business of teaching, have been already des-
STATE OF education IN BENGAL
cribed, and the character of the learned who do not teach
not materially differ except that in general their acquirements
inferior and their poverty greater. They are most frequenj^l
engaged in the duties of the priesthood, but I met with two
Daroghaa, one of whom had some fp Hindu and
other to Mahomedan learning . The degree of instruction poslefty
ed by those who have not received a learned education, and
are engaged in the business of teaching with attainments supeij™
io a mere knowledge of reading and writing, will be estiiaa|™
from the account that has been given of the Bengali, Hindi, -
i^ersian schools which they conduct. The next class compose
of those who have neither received a learned education nor
(iiigaged in the business of teaching, but who possess attainment
superior to a mere knowledge of reading and writing, inoludcfl
various degrees of instruction, but it was not easy to discriminate
between them, and no attempt to do so was made in the districi
of Moorshedabad, Beerbhoom, and Burdwan. In the city '
Moorshedabad and in the districts of South Behar and Tirhp
such an attempt was made, and the result appears in the accoul^
given of the state of adult instruction in that city and in
Jehanabad and Bhawara thanas of those districts. That
is that beyond mere reading and writing, the instruction of
middle classes of native society extends first and principally^^
Bengali or Hindi accounts, next and to a much less extent 9
the Persian language, and lastly in a very limited degree to
English language. I met with only one person belonging to tH
class who devoted any portion of his attention to the cultivat|fl
of literature. His name is Kaliprasad Mukhopadhyaya
sherishtadar of the Magistrate of Beerbhoom. He is the
of a work in Bengali called Rasik Ranjan^ describing the’ toVw
and adventures of Jay a and Jay anti. It is part in prose and pg
in verse, and contains about 380 pages. A copy is in my pos^ffi
sion. The two remaining classes are sufficiently described by n
designations already given to them as those wh o can merely
and write, an d those who can merd y decipher writing or
thei r names. Nine women are found to belong t o these
c lasses in the ^ty of Moorshedabad and in thana Da ulatbaggj^B
t he Moorshedabad district^ In all the ' other localit ies of ^
a census was taken no adult females were found to possegfl ^
the lowest grade of instruction.
IP'--
m
STATE OF EDUCATION IN BENGAL
Third. — A knowledge of the number of instructed adults and
of the nature and extent of the instruction they possess furnishes
the means of estimating the amount of instrumentality existing
tn native society which, in a greater or less measure, may bo
made available for the improvement and exibensions of popular
education. The following table has been constructed with a view
to such an estimate : — \
City of Murs bids bad
Thaoa Daulatbazar
,, Nan^^lia
,, Ciiloa
,, Jebaoabad
,, Bhawara
C« (B bO
-2 e ?
a
=« a g •
- S § Q
O « ^
S..S I .
i 2 • c
I S ^
OD * e 8
o| 5 g
« .2 'P
^ V C S
a ^ Q. ^
.5 S'!
■Z ij Qi
Qt ea *-
0) o
-o -r e>L
fS M O
'^•§§ .
St'S ^
V a> Q V
si-Ji
s 2 a
d .2 eA
J 2 J -
13 833
9 , 7 y 7
8,205
15,257
14,69 0
13.061
2 £ ns
T 3 ^ ^ <lj
.a 3 ^ a
w Q t:
t: c a»
o Q-S
£ « ’i §
^ n S S ^
O .0 O)
a> M o Bfl
S .9 g"-
► S 5 a
The first column exhibits the number of Bengali or Hindi and
Persian teachers in the localities where a census of the population
was taken; the second, the number of their scholars; and tlm
third, the average number of scholars to each teacher. From
these, it appears that the existing bodies of teachers in those
localities are not sufficiently employed, and that the same number
of teachers could instruct a much larger number of scholars
The highest average number of scholars to one teacher is in
the Culna thana of the Burdwan district; and if the other
averages were raised only as high, a large addition would be mado
to the instructed children of Ihe teachable age without any other
instrumentality than that which is now engaged in the business
of teaching.
The fourth column contains the number of those adults who
have neither received a learned education nor are engaged in the
businees of teaching but who possess attainments superior to a
STATE OF EDUCATION IN BENGAL
339
mere knowledge of reading and writing, constituting the most
cultivated portion of the middle class of native society from which
instruments must chiefly be drawn for the improvement of that
class and of the classes below it. The fifth coulmn exhibits from
llio table contained in page 327 the number of children of the
touchable age, i.c., between 14 and 5 years, who receive neither
domestic nor school instruction, constituting the class which
iH'ofls llie instriicLion llud tb • preceding class is qualified to
bestow. The sixth column shows the average number of children
of the teachable age w itliout iiistructioi] to each of the instructed
adults capable of but not actually engaged in teaching, showing
that if the whole number of uninstructed children were distributed
among the instructed adults for the purpose of being taught, the
number of the latter, particularly in the city of Moorshedabad
and in the Culna thana of the Burdw'an district, would be far
more than sufficient to teach them all. This is on the supposi-
tion that the entire number of instructed adults could be spared
from the other purposes of civil life to be employed solely in the
i)usiness of teaching, but this supposition is as unnecessary as
it is inadmissible, since especially in the two localities mentioned
it is obvious that there would be a large surplus of instrumentality
for the object required. The only locality of those enumerated
in which there would apparently be no such surplus is the
Bhawara thana of the Tirhoot district where the number of
instructed adults would, in the present state of things, even if
they did nothing else, be barely sufficient to teach the children
who arc destitute of instruction.
According to these views the teachers of common schools,
and those who in native society possess analogous qualifications,
are the classes from which instruments must chiefly be drawn
to promote general education, but these classes in their present
state must not be deemed to represent the permanent amount
of intellectual and moral instrumentality. For, first, the in-
fluences now acting upon native society have a tendency to raise
the qualifications of those two classes. The very lowest an
most degraded and hitherto wholly uninstructed classes have
begun, as has been shown, to move upward into the class receiv-
ing the instruction of conimon schools. Phis will have t e ou e
eflect of stimulating the class immediately above them to nae
still higher in the scale of acquirement, and with the increased
840
STATE OF EDUCATION IN BENGAL
demand for insiructioii of increasing the emoluments of teachers,
and thereby inducing more competent persons to engage in the;
business of teaching. Even, therefore, if the number of teachciN
and taught, instructed and uninstructed, should maintain tlu'
same proportions, still there will be an increased amount of moral
me^iis in the higher range of qualifications', which those classes
are now acquiring. \
But, second, by the very supposition, ihe same influences
that are carrying the instructed classes forward in the race of
improvement will also increase the number of the individuals
composing them and their proportion to the uninstructed classes
This conclusion does not rest upon questionable grounds. It has
been shown that the proportion of juvenile instruction is uniform
ly higher and in some of the localities much higher than the
pro^jortion of adult instruction, and it follows that, when tlit'
present generation of learners shall becojiie of mature age, the
proportion of aduJt instruction will be found much higlier and
consequently the amount of moral instrumentality existing in
society greater than it now is. Every individual who passes from
the class of the uninstructed to that of the instructed both
lessens the proiiortion of the former and increases that of th(‘
latter — both lessens the number to be instructed and increases
the number of those who may be employed for the instruction
of that lesser number. And the probabilities are great that
large number both of those who belong to the instructed class
and of those who pass from the inferior to the higher grades of
instruction would, with very little encouragement, be induced
to engage in the instruction of others, for in proceeding from oth
district or from one part of a district to another, next to the
general poverty and ignorance, few facts strike the mind move
forcibly than the number of those who, with attainments supeiiov
to a mere knowledge of reading and writing, are in search
employment and without any regular means of subsistence.
Again, third, it is not only from below, from the uninstructc
classes or from those who possess at present the inferior gra
of instruction but fiom above also, from the classes of the learnec ,
that additional instruments will be obtained for
of popular education. There can be no doubt that the ha ^
and prejudices of the learned make theih, if not os i .
ly indifferent, in most instances, to the spread of edu
STATE OF EDUCATION IN BENGAL
B41
among the body of the people, but with gentle and prudent hand-
jing those habits and prejudices may be easily modified. T have
liiet with individuals among the learned who, from bonevolcnl
motives, appeared anxious to do every thing in their power to
promote the instruction of their countrymen, and with numerous
individuals who evidently wanted no other motive than their own
interest to make them willing agents in the same undertaking,
d'liese individuals were found in that class of the learned which
is engaged in the business of teaching; and tliose of the leanied
who do not teach are in general so poor that 1 can have little
doubt most of them would readily co-operate in any measures in
which their assistance should be made advantageous to them-
selves. We have no right to expect that men in the gripe of
poverty will appreciate the advantages to society and to Govern-
ineni^ which dictate to us, the duty of promoting general educa-
iion. They must perceive and fee] that their own individual
interests are promoted, and then their aid will not be withheld.
SECTION XTX
The STATE OF Crime viewed in connection with the state of
Instruction
'i’he state of crime viewed in connection with the state of
instruction is a subject of great interest, but it is one on which
all the means necessary to form a sound judgment have not yet
been obtained. The records of crime have not been framed with
a view to derive from them data to determine the effects of
instruction, and what I attempt under this head is rather to
])oint to the importance of this branch of the inquiry than to
linind conclusions on the facts which I have collected, althoug
at the same time it w'ill be seen that the conclusions which those
fatits suggest and siqiport are not unimportant. I have been
favoured with permission to examine the half-yearly returns
made to Government in the Judicial Department relating to
crime in the localities of which an educational survey has been
made, and from that source I subjoin the following abstract state-
nient of crimes ascertained by the Police Officers or otherwwe
have been committed within the city and district of Moorsheda-
bad, and the districts of Beerbhoom, Burdwan, South Behar,
and Tirhoot in the six years beginning with 1829 and ending
with 1834 -
842
STATE OF EDTJCATION IN BENGAL
t’Ti
-a
3
1
|l
1
s
PQ
1
M
IM
S
•ol
*o
0
*0
S 5
43
•|i
•li
.2 S
'C
43
A
g’S
gW
5
With murder
12
\
4
2
■§ I
With torture
1
i
2
6
"§|
With wounding'
40
15.
9
9
2
® ►> bO
^ 'S
Unattended vvith aggravated cir-
JS* dU ,£)
cumstances
95
74
24
17
8 -s^
<5^-
Attempting to commit
On the river
40
2
10
10
I
With murder
2
10
With wounding
1
1
7
liJ
bojs
Attempting to commit
Exceeding 60 Rupees ..
'2
1
*4
CQ(§
Exceeding 10 Rupees ...
1
2
12
2
Under 10 Rupees
...
2
...
11
2
With murder
1
2
3
With wounding
8
2
8
t;
g?
Exceeding 60 Rupees ...
83
71
43
143
250
j5
Exceeding 10 Rupees ...
97
181
54
3v!9
1,211 1
42.5
§*
n
Under 10 Rupees
Without theft or attempting to
136
276
51
commit
1 161
119
30
502 :
.2,5‘2f.
^ With theft, value unknown
102
'With Murder
i
o’ 1
1 With wounding
i
" 1 i
1
*3 1
Exceeding 60 Rupees ...
[ 4
7
2
33 i
30
1
CO 1
Exceeding 10 Rupees ...
20
67
16
! 513 ;
4HS
V
Under 10 Rupees
39
140
30
438 1
501
3
■4a
Value unknown and precluded from
cS
investigation under Reg. II, of
1832 ...
...
IH
’With murder including the murder
of children
6
5
5
3
With wounding
2
6 i
ir>
iS
o
Exceeding 60 Rupees ...
80
42
27
159 i
152
Exceeding 10 Rupees ...
no
132
67
356 !
430
Under 10 Rupees
Value unknown and precluded from
32
102
88
431
1,320
investigation under Reg If, of
1882 ...
262
aC"
With loss of life
3
4
1
16 j
10
With wounding or violent beat-
5 /
ing
6
6
1
56 1
22
«! t
Simple
4
11
1
44 !
50
STATE OF EDUCATION IN BENGAL
343
1 «
Q *2
a 2
<2
lUi
&
o
9
CQ
8
OD
*3
p
o
S 8
t a
CJ
District
Behar.
s?
'5 8
Distri
wan.
Distri
hoot.
Child stealiDg
Wilful murder
87
3
24
23
43
2]
Homicide
3
9
9
19
23
Assaults
51
127
2
13
17
Wounding
...
...
217
Arson with affray
1
Arson without affiay
6
3
1
7
9
Keceiving atolen goods
2
2
1
9
1
Kidnapping
*3
1
Kape
3
1
Adultery
...
1
4
Perjury
4
2
3
17
11
Forgery
1
9
...
13
6
Embezzlement
...
3
Extortion
...
...
2
1
Bribery
...
...
1
Miscellaneous
93
694
28
214
676
The official returns are made twice every year, embracing
the periods from January to June and from July to December,
and the above table is merely an abstract of the returns for the
six years 1829-34. I at first intended to include a period of ten
years in the table, but I found, on examination, that the returns
for the two years preceding 1829 were imperfect, and those for
the two years following 1834 were framed on a different model,
both circumstances preventing that strict comparison which I
wns desirous of making, and J, therefore, limited my attention to
fhe six years for which the returns were complete and nearly
uniform.
The relation of crime and instruction to each other may be
ascertained by classifying all persons convicted of the same
crime according to the kind and amount of instruction they have'
received. The returns of crime w^ould thus exhibit whether the
criminals were entirely destitute of instruction; whether they
could barely decipher writing or sign their names; whether they
could merely read and write; whether they possessed attain-
UQtents superior to mere reading and writing, including, moral as
well as intellectual instruction; whether they had received a
STATE OF EDUCATION IN BENGAL
ned education; and in each case whether it was a first or a
nd conviction; and what was the age and sex of the convict,
yis only such returns that can enable us to judge satisfactorily
the eifect of the different kinds and degrees of instruction
m the increase, diminution, or modification of crime, and of
consequent obligation on this ground imposed on the govern-
authority in a State to give to its subjects, any particular
d or degree of instruction or to withhold it altogether. Such
turns are received by the Government of Fi*ance from its
dicial officers, and it is worthy of the consideration of the
dtish Indian Government whether with the above object the
feturns of crime in this country should be made to include the
formation which I have indicated.
^ In the absence of this detailed infornjation wc must look at
criminals collectively; not at the amount and degree
■;S
•'i
m
'%
■I
restraining influences imposed hy education on the individual,
i&t at the number of criminals in the mass and the different
de of crime of which they have been convicted as compared
^ith the amount or proportion of instruction previously ascer-
ned to exist in society within the same local limits. The
pppeeding abstract statement of crimes committed in five differ-
|jpht districts during a period of six years affords the means of
liaaaking this comparison which is attempted in the following
Ifetoie: —
The statement of the population of the four last mentioned
jstricts is derived from Mr. Shakespear’s Police Report of 1824
STATE OF EDUCATION IN BENGAL
345
to which I have had an opportunity of referring in the Judicial
Department, and that of the city and district of Moorshedabad is
the result of a census made by Mr. Hathom in 1829. The pro-
portion of the population above 14 years of age to the population .
below that age has been calculated from the population returns
contained in Section XIII. of this Eeport, and the estimate of
the population above 14 is founded on the proportion ascertained
by actual census to prevail in one entire thana of each district,
and now assumed to prevail in all the thanas of the same district
for the purpose of obtaining an approximation to the total adult
population. It was necessary to obtain this approximation,
first, because the aggregate number of crimes can be correctly
compared, not with the total population of the district , but witli
the population which by reason of age may be assumed to be
capable of committing crime; and, second, because the proportion
of instruction possessed by the population above 14 can be
c.orrectly compared only with th(» proportion of criuK' committed
by the population of the same age The conclusion to which
this comparison or rather contrast conducts is most curious .niid
interesting, and is the more so to me because it is wholly un-
expected. It will be seen from the table that, in the district of
Hurd wan, where the proportion of instruction is highest, there
the proportion of crime is lowest; and in the district of Tirhoot
where the proportion of instruction is lowest there the proportion
of crime is highest. The intermediate proportions have the same
correspondence. In South Behar, where instruction is double in
amount of what it is in Tirhoot, crime is only one-half of what
it is in the same district. In Beerbhoom the proportion of
instruction is a little higher than in South Behar, and the propor-
tion of crime a little lower; and in the city and district of
Moorshedabad where instruction rises still a little higher, there
crime falls to a still lower proportion. I have said that this
conclusion was unexpected, for although I had no doubt of the
general salutary effect of education, yet I saw little in the native
institutions and in the systems of native instruction from which
to infer that they exercised a very decided moral influence on
the community, and I, therefore, did not anticipate that the state
of education would have any observable or striking relation to
the state of crime. It is impossible, however, to resist the con-
elusion from the preceding data that the relation is most intimate,
846
STATE OP EDUCATION IN BENGAL
and that even the native systems of instruction, however crude,
imperfect, and desultory, most materially contribute to diminish
the number of offences against the laws and to maintain the peace
and good order of society.
If we pass from the consideration of crime in ihe aggregate
to the particular crimes enumerated in the table at p]i. 842 and
348, other inferences will l)e suggested illustrating the relation oi
instruction to crime, although the con(*lusiQns to be drawn ar*?
not very definite in consequence of the form in which the returns
have been made, crimes against the ])(Tson and crimes against
property not being in all cases distinguished. Taking, however,
the returns as they stand, we find that> in Tirhoot, where instruc-
tion is lowest, dacoity or gang robbery was almost wholly un-
known during the six years in question, and that it j)revailed in
an increasing degree in South Behar, Burdwan, Beerhhoom, and
Moorshedabad in the order in which those districts are now
mentioned, dduis, tlierefore, the description of crime ordinarily
attended with the grc'atest violence to the person is apparenil>
neither ])romot.ed by ignorance noi* checkc'd by education. High-
way r()l)bery pn^vailod during the })eriod \mdt‘r consideration
more in SoutJi Behar than in any of ilie other districts; hut it is
when we look at the records of burglarv, catile-slealing, llieft,
and affrays that we perceive the excess of crime in tlie less
instructed districts of Behar as eompnred with ihe better
instructed districts of Bengal. Cases of homicide, assault, and
wounding, are also much in excess in the Tirhoot district. For-
gery deserves special attention. This is a description of crime
which with much seeming probability has been usually supposed
to be facilitated and increased by education; but we find that, in
ihe three Bengal districts during a period of six years there
were only throe convictions for forgery, while in the two Behar
districts during the same period not fewer than ninotoen occur-
red. The comparative prevalence of forgery in the less
instructed, and of gang robbery in tlie more instructed districts
shows the necessity of more extended and precise investigation
into the connection between instruction and crime.
I have not attempted to show the increase or diminution of
crime from year to year in the different localities, because that
would have no relation to the state of instruction unless it could
also be shown that education had advanced or retrograded during
STATE OF EDUCATION IN BENGAL
347
the same periods and in the same localities for which no data at
present exist. The future inquirer into the statistics of educa-
tion in this country will derive some aid in this branch of hia
investigation from the results recorded in this Report.
SECTION XX
Concluding Eemarks
The preceding Sections embrace all the most important
information J have collected respecting the state of education,
omitting many details which might have embarrassed the atten-
tion of the reader and lessened the distinctness of his impressions,
h’or the same reason I abstain at present from entering on the
results of a census of castes and occupations which was included
in the census of the population, on the state of native medical
pi-aclice, on the extent to \\}ii(*li I he most remnrl<al))(‘ diseases
prevail, and on the peculiar institutions and practices of the
respective districts — all illustrative of the physical, moral, and
intellectual condition of the people, but only indirectly (jonne(*led
with the amount and means of general instruction.
The information now placed upon record in this and the
preceding lieport may be summed up in a very few words. By
means of a census of the population, the amount of domestic and
adult instruction has been ascertained in the city of Moorsheda-
bad and in one thana or police sub-division of the districts of
Rajshahi, Moorshedabad, Beerbhoom, Burdwan, South Behar,
and Tirhoot respectively; and by means of educational survey,
the state of school instruction has been ascertained in the City
of Moorshedabad in one thana or police sub-division of the dis-
tricts of Eajshahi and Moorshedabad in the entire districts of
Beerbhoom, Burdwan, South Behar, and Tirhoot, and, with the
aid of Mr. Malet, in the entire district of Midnapore.
In so extensive a country, inhabited by so numerous a popu^
lation, it would have been impossible, without far more ample
means than were placed at my command, to extend the inquiry
over the whole without exception, and to exhaust the subject, so
as to leave nothing unexamined and unknown. The investiga-
tion, therefore, with the distinct conteix^plation of this impossi-
S48
STATE OF EDUCATION IN BENGAL
bility, has been conducted on the principle of learning somethin
with precision and certainty; of causing the information thus
acquired to embrace such an extent of space, such an amount,
of population, and such a diversity of conditions and circum-
stances as would afford the grounds of legitimate inference; and
consequently of inferring from the known the unknown, from
what is certain that which is doubtful. Accordingly from the
state of domestic and adult instruction ascertained in one large
city and in one thana of each district, I infer the same or a
similar state of domestic and adult instruction in all the ihanns
of the same districts. The population of which an actual census
has been taken to afford the basis of such an inference is 692,270,
and the additional population to wdiich the inference is made to
extend is 7,332,500 togeiher amounting to 8,124,770. Tn lila
manner, from the state of school instruction ascertaiiunl in oii<
large city, in two thanas of two different districts, and in five
entire districts, I infer the same or a similar state of school
instruction in all the remaining districts of Bengal and Behar
The population of which an educational survey lias been Tna(t‘
to afford the basis of such an inference is 7,789,152, and tlir
estimated additional population to wliicli tlie inference is nijido
to extend is 27,671,250 together amounting to 35, 460, 402. Theiv
is no reason to suppose that the state of domestic and adiill
instruction differs materially in the thanas in which that branch
of the inquiry was carried on from its state in those to which il
was not extended; nor is there any reason to suppose that the
state of school instruction differs materially in the districts in
which it was investigated from its state in those which the
investigation did not embrace. There is probably no district in
Bengal and Behar in which the amount and proportion of juvenile
and adult instruction are so high as in Burdwan or so low as in
I'irhoot, and we may thus assume without much danger of error
that we have ascertained both the highest and the lowest exist-
ing standard of instruction in those two provinces. Actually the
state of instruction of nearly eight millions of its subject is
before the Government with a degree of minuteness which, even
If it should fatigue, may give some assurance of an approach to
accuracy, and exhibiting an amount of ignorance which demands
the adoption of practical measures for its diminution. .Virtually,
the state of instruction of more than thirty-five millions of its
STAfB OF Education m Bengal
m
subjects is before Govei’nmeni, that portion of the Indian popula-
tion which has lived longest under British rule, and which
should be prepared or preparing to appreciate and enjoy its
highest privileges. I trust that the expense which Government
lias incurred in collecting this information will not be in vain,
and that the hopes which have grown up in the minds of the
people in the progress of the inquiry will not be disappointed.
C^HAFrEB SECOND
CuNSIDERATION OF THE MEANS ADAPTED TO THE IMPROVEMENT AND
extension of Purlic Instruction in Bengal and Beiiar
The instructions which I have received from the General
Committee of Public Instruction stated that the inquiry which
1 have now completed was instituted “ with a view to ulterior
measures;” and I was expressly directed to report on “ the
possibility and means of raising the character and enlarging the
usefulness of any single institution or of a whole class.” In
c 5 onformity w’ith these views and instructions, in the Second
Keport, besides reporting on the state of education in the
Nattore thana of the Kajshahi district, I brought to the special
uoi.ice of the Committee the condition of the English school at
IJampoor Bauleah in the Bauleah thana, and of the Mahomo-
dan College at Kusbeli Haglia in the Bilmariya thana; but I
abstained from recommending any plans or measures foi the
iniprovcinent of whoh^ chisses of institutions until 3 should
possess greater leisure and opportunities of more extended ob-
servation and experience. 1, however, expressed the opinion
that, as far as my information then enabled me to judge,
rxhting native institutions from the highest to the lowest^ of all
hhids ajid classes, were the fittest means to be employed for
I'aising and improving the character of the people that to em-
ploy those institutions for such a purpose would be '' the
simplest, the safest, the most popular, the most economical,
and the most effectual plan for giving that stimulus to the
native mind which it needs on the subject of education, and for
eliciting the exertions of the natives themselves for their own
348
STATE OP EDUCATION IN BENGAL
bility, has been conducted on the principle of learning somethin
with precision and certainty; of causing the information thus
acquired to embrace such an extent of space, such an amount
of population, and such a diversity of conditions and circum
stances as would afford the grounds of legitimate inference; and
consequently of inferring from the knowrt the unknown, from
what is certain that which is doubtful. Accordingly from tho
state of domestic and adult instruction ascertained in one larg(^
city and in one thana of each district, I infer the same or a
similar state of domestic and adult instruction in all the thanas;
of the same districts. 'I'he population of which an actual census
has been taken to afford the basis of such an inference is 692,270,
and the additional population to which the inference is made to
extend is 7,332,600 together amounting to 8,124,770. In likt
manner, from the stale of school instruction ascertained in on*
large city, in two thanas of two different districts, and in fivt'
entire districts, I infer the same or a similar state of school
instruction in all the remaining districts of Bengal and Btdiai-
The population of which an educational survey has been math
to afford the basis of such an inference is 7,789,152, and tlif
estimated additional population to which the inference is mad
to extend is 27,671,250 together amounting to 8r),4t)(),402. Theiv
is no reason to suppose that the state of domestic and adull
instruction differs materially in the thanas in which that brancii
of the inquiry was carried on from its state in those to which il
was not extended; nor is there any reason to suppose that tht‘
state of school instruction differs materially in the districts in
which it was investigated from its state in those which tho
investigation did not embrace. There is probably no district in
Bengal and Behar in which the amount and proportion of juvenile
and adult instruction are so high as in Burdwan or so low as in
Tirhoot, and we may thus assume without much danger of error
that we have ascertained both the highest and the lowest exist-
ing standard of instruction in those two provinces. Actually the
state of instruction of nearly eight millions of its subject is
before the Government with a degree of minuteness which, even
if it should fatigue, may give some assurance of an approach to
accuracy, and exhibiting an amount of ignorance which demands
the adoption of practical measures for its diminutiouv Virtually,
the state of instruction of more than thirty-five millions of
STAtfE OF liDUdATlON IN BBNOAt
m
subjects is before Government, that portion of the Indian popula-
tion which has lived longest under British rule, and which
should be prepared or preparing to appreciate and enjoy its
highest privileges. I trust that the expense which Government
luis incurred in collecting this information will not be in vain,
and that the hopes which have gi’own up in the minds of the
people in the progress of the inquiry will not be disappointed.
CHAPTEK SECOND
( ONSIDBRATION OF THE MEANS ADAPTED TO THE IMPROVEMENT AND
EXTENSION OF PuHLlC INSTRUCTION IN BENGAL AND BeIJAR
The inslru(;iion8 which I have received from the GeJieral
(-oiiimittce of Public Instruction statod that the inquiry which
1 have now completed was instituted with a view’ to ulterior
measures;” and I w’as expressly directed to report on ” the
possibility and means of raising the character and enlarging the
usefulness of any single institution or of a whole class.” In
conformity wdth these view’s and instructions, in the Second
lleport, besides reporting on the state of education in the
\attore thana of the Eajshahi district, I brouglit io the special
notice of the Committee the condition of tlu‘ ]ljnglish school at
liampoor Bauleah in the Bauleah thana, and of the Mahomo-
(lan (V)llege at Kusbeli Hagha in the Hilmariya lhamr, but I
cibstained from recommending any plans or measures for the
inij)rovement of whole classes of institutions until 3 should
possess greater leisure and opjiortunitics of more extended ob-
stTvation and experience. I, however, expressed the opinion
that, as far as my inforniatioii then enabled me to judge,
• jisting native institutions from the highest to the loivesty of all
hinds and classes, were the fittest means to be employed for
I'aising and improving the character of the people that to efn~
ploif those institutions for such a purpose would be '' the
amplest, the safest, the most popular, the most economical,
and the most effectual plan for giving that stimulus to the
native mind which it needs on the subject of education, and for
eliciting the exertions of the natives themselves for their own
850
STATE OP EDUCAtlON IN BENGAL
improvement, without which all other means must he unavail-
ing.'' Subsequent considenition has confirmed me in this view,
and, after noticing other plans which have been suggested or
adopted, I shall proceed to illustrate it in detail and to explain
the means that may be employed in order to carry it into
effect.
SECTION T
Preliminary Consideratjons
The object of this Section is to notice the most feasible of
those 2^bui^ ft>^' the i)romotion of general education which ap-
2)('ar to me on (ionsiderat-ion to bo unsuited to the circumstances
of this country and to the character of the j)eople.
The first stej) to a sound judgment on the whole of tins
subject is to consider what features should characterize a phiii
likely to be attended with success. It w’ill })robably be admitted
that any scheme for the promotion of public instruction should
be simple in its details and thereby easy of execution; cheap
and thereby capable of extensive or general ai)plication; nol
(ilarmng to the prejudices of the people but calculated on tlu'
contrarN to create and elicit good feelings towai'ds their ruleis;
not lending to supersede or repress sclf-cj'criion, but rather to
stimulate and encourage it, and at the same time* gn'iinj
Goveiiiment the lead in the* adoption and diretdion of measures
for the future moulding aJ3d dewelojnneiit of the" native charac
ter, native society, and native institutions.
The sim])lest form in which Government influence could
be employed for this object is that of mere recommendation,
and in conversing with natives on the means of infusing fresh
vigour into their institutions of education, they have sometimes
expressed the oi)inioii that a mere intimation of the pleasure of
Government and of the satisfaction wdth which it regards such
efforts, would be sufficient to cause schools to spring up and
revive in all directions. This opinion was most probably mean!
in a sense very different from that conveyed by the terms in
which it was expressed. The object of Government in adopi-
ing such a course would be to avoid interfering or dictating in a
STATE OF EDUCATION IN BENGAL
351
matter like education which may be deemed to belong to do-
mestic and social regulation; but the adoption of such a course
would be, and would be understood to be, the very interference
and dictation which it is sought to avoid. The people in general
are unable to ap})reciate such a procedure on the part of Govern-
ment. They would neither understand the language ein})loyed
nor the motives that dictate it. They would either su])pose
that there is some secret intention to entrap them into dis-
obedience, or giving full credence to the assurance that no
.'luthority is to be employed to enforce the recommendation, it
would be neglected. Tn either case Government and the people
would be ]jlaced in a false relative position.
The people of this country in their present condition cannot
understand any other hinguage than that of command proceed-
ing from Government. They do not })erceive the 2 >ossibility of
Ifaur standing in any other relation to their rulers than in that
which requires obedience. 1 had frequent illustrations of this iii
my own ex})erience during the j)rogress of my ijiquiries. Before
seeing ine, the mere annouheeujent. of my ex])ected arrival was
sufficient to inspire awe into the minds of the inhabitants of a
village, and a sinq)le request that they would give me such and
such information respecting their village w^as not regarded as a
request wdth which they might or might not conqdy according
to their ow’n sense of importance of the object, but usually as
an order which it would be folly and madness to tliw’art or
resist, dhey admitted the imi)ortance and utility of the object,
when it was explaiiu'd to them, but it was not because of its
nupoi’tance and utility that they gave the information required,
hut because submission to authority is the confirmed habit of
the ])Cople. Ap})caring among them instructed and authorized
by Government to inquire into the state of native education
they could regard me in no other light than as one whom it
would be illegal to disobey. In such circumstances all that
could be done was to make my request and direct my agents
to seek for information after a full explanation afforded in the
least offensive manner in order that the people might do hearti-
ly what they would otherwise have for the most part done cold-
ly and slavishly. The un authoritative modes of address thus
adopted led on several occasions to an inquiry in return from
them whether I was acting only on my priVate authority ot was
352
STATE OP EDUCATION IN BBNGAjli
really empowered by Goveriimenfc to conduct such an investiga-
tion. I of course assured them that I was fully authorized as
the i^erwaiiahs addressed by the Magistrate to his Daroglias
and others showed, but that I had been expressly directed, in
deference to their feelings and to avoid the possibility of offence,
to collect only such information as they themselves might,
after proper explanations, voluntarily furi^ish. The adoption oi
such a style of address by a Govei-nm^^nt functionary was
apparently new to them, and scarcely intelligible.
The trutli appears to be that they are so completely bowed
down by ages of foreign rule that they have lost not only tht
capacity and the desire, but the very idea, of self-government in
matters regarding which the authority of the state is directly
or indirectly interposed. They have no conception of govern-
ment as the mere organ of law and its sanctions. They viev
it simply as an instrument of power whose behests are absoluh'
indisputable, and wholly independent of the voluntary co-operji-
lion of the individual members of the community. We hn\t
thus a Government which desires to rule by law, and a peoplr
that wills to be ruled by power. Mere power unsup])orted b\
the moral co-opei*ation of the community is weaker than la\^
\vould be with that co-operation; but to call the latter forth
must be one of the objects and effects of education by embody
ing viiih native public opinion the conviction that the intcresl
of the state and its subjects are the same. It follow^s that, in
devising means to j^roduce that conviction, we must not assuni''
that it already exists, and that the i)eoi)le will, at the men
recommendation of government, understood as such, adop^
measures even for their own advantage, or that they will undoi
stand a recommendation from such a source in any other v/M^
than as a command.
The chief exception to the general submissiveness to ever>
person or thing bearing the form or semblance of public autlio-
rity regards the subject of religion in which they do not discover
the slightest disposition to recognize the right of Government
to interfere. On the contrary, joined to an exemplary toleranct'
of differences in creed and practice, there is a jealousy of an>
appearance of such authoritative interference. I had frequent
occasions to remove from the minds of the learned and religious
classes the fears they entertained on this point; I havt
STATE OF education IN BENGAL
853
reason to believe that the occasional instances of opposition or
distrust that occurred to me in which no opportunity of explana-
tion was afforded originated from the same cause.
The next form in which Government influence may be
conceived to be employed for the promotion of education is by
making it compulsory, and enacting that every village should
have a school. I hope the time will come when every village
shall have a school, but the period has not yet arrived when
this obligation can be enforced. Such a law, direct and in-
telligible, would be preferable to a mere recommendation which
might be understood in u double sense, but it would be pre-
mature. It would be ordering the people to do what they are
too i)oor and too ignorant to do willingly or well, if at all. It
would be neither to follow nor to lead but to run counter to
native public opinion- Those who in respect of caste or wealth
eonstitute the higher classes do not need any such coercive
means to induce them to instruct their children. Those who in
)‘espect of caste may be called the middle classes are convinced
of the advantages of education, but they are in general poor
find many of them would feel such a measure to be severe and
oppressive. The lower classes consisting both of Hindus and
Musalmans and of numerous sub-divisions and varieties of caste
find occupation greatly exceed the others in number, and they
fire for the rriott part by general consent consigned to ignor-
ance. In many villages they arc the sole, in others the most
numerous inhabitants, and such a compulsory law as I have
supposed would be received with universal astonishment and
dismay — with dismay by themselves imd with astonishment if
not derision l^v the su2)orior classes. A national system of
education will necessarily have chiefly in view the most numer-
ous classes of the population, but in their present state of moral
find social jireparation we can approach them only by slow ami
almost imperceptible stejjs. We can effectually raise them
only by aiding their voluntary efforts to rise; and at present the
]jrejudice against their instruction is nearly as strong and as
general in their own minds as in the minds of others. In the
preceding pages T have shown that it has begun to give way in
Bengal and Behar; and in the records of the General Committee
of Public Instruction I find an apt illustration both of the
existence of the prejudice in the North-Western Provinces and
854
STATE OF EDUCATION IN BENGAL
of the fact tluii there also it has begun to Jose ground. Mr.
b. M. BouJderson, in an account of the schools in the Bareilly
Collectorship, dated 29th January^ 1827, which he connnuni-
cated to the Committee, makes the following statement: — A
strange instance of narrow-mindedness occurs in the report of
the Huzzoor 'J'ehsil Paishkar from whom tlie above detail is
taken. He observes (and the Caiioongoes have also signed the
paper) that, under the formei- Goverjiineiits,\none but ‘ AsJiraf,’
]^rahmans, Rajpoots Bukkals, Kaits, apd KJiu trees among
the Hindus; and Sheikhs, Syeds, Moghuls, and Pathans of the
Mahomedaiis, were permitted to study the sciences or even to
learn tlie Persian language; but that now all sects are learning
Persian, Arabic, and Sanscrit. They, tlierefore, suggest tlie
abolition of some schools where the children (of) Aims, Guddees,
etc-, are instiaicted. ” Tlie strength and ])revalence of the pre-
judice whicdi could dictate such a suggestion will be understood
when it is borne in mind that the native officers from whom it
proceeded had been empkned by Mr. l^ouldersoji to collect in-
formation respecting the state of the schools in his district witli
the, no doubt, avowed j)urpo8e of encomaging education. Tlic
feeling, however, against the instruction of the lower classes,
although general, is not universal; and the above statements
shows that, although strong, it is not oveipowering. Tn any
plan, therefore, that may be adopted what should be kept in view
IS to recognize no principle of exclusion, to keej) the door 0})eJi
by which all classes may enter, and to abstain from enforcing
what Iheir povc*rty makes them unable and their jirejudices un-
willing generally to perform.
Without emi)loying recommendations or enactments that
would be either futile or vexatious, another mode of a})plying
the public resources for the advancement of education might
be by the establishment of new schools under the superinten-
dence of paid agents of Government, who should introduce im-
proved systems of instruction as models for the imitation and
guidance of the general body of native teachers. It was with
tliis view that the Chinsurah schools were jiatronized and the
Ajmere schools established by Government, and it is on the
same general plan, although with ulterior views to conversion,
that most Missionary schools are also conducted. This plan
contains a sound and valuable principle inasmuch as it con-
I^TATB OF EDUCATION IN BENGAL &55
templates the practicability and importance of influencing the
uative community generally by improving native teachers and
native systems of instruction but the mode in which this prin-
ciple is applied is liable to objection on various grounds.
The first ground of objection is that it has the direct effect
of producing hostility amongst the class of native teachers, the
very men through whom it is hoped to give extension to the
improved system of instruction adopted. Every such Govern-
ment or Missionary school, when established, displaces one or
more native schools of the same class and throws out of em-
ployment one or more native teachers. If it has not this
immediate effect, their fears at least are excited, and ill-will is
equally produced. It is too much to expect that those from
whom we take, or threaten to take, their means of livelihood
should co-operate with us or look with a favourable eye on the
im])rovements wo wish to introduce. It apj^ears from the re-
cords of the General Connnittee of Public Instruction, from
which I derived the stateujents on this subject, that this was to
some extent the effect i^roduced by the Government Chinsurah
schools; and in my recent journeys I have witnessed the dis-
sc'iisions tliat have arisen in villages by the rivalry of Bengali
schools in which gratuitous instruction was given by paid
agents of benevolent Christian societies with Bengali schools
of native origin from which the teachers obtained their sub-
sistence in forms of fees and perquisites- Instruction rightly
communicated^should i)roduce peace and good-will; and we may
be sure there is something wrong when the effect of employ-
ing means to extend education is perceived to be hate and
contention leading even to breaches of the public peace.
Another point: of view in which the plan may be deemed
objectionable is that, to wTiatever extent it may succeed, it
will practically take the management of education out of the
liands of the people and place it in the hands of the Govern-
ment superintendents. On such a plan school-houses are built,
teachers appointed and paid, books and stationery supplied,
instructions and superintendence given, all at the expense of
Government; and without any demand upon parents for exer-
tion, or sacrifice or any room being left for their interference or
control, their children have merely to attend and receive
gratuitous instruction. It does not appear that it is the way to
B5Q
state OS’ EDUCATION IN BfiNOAt
produce a healthy state of feeling on the subject of education
in the native coininunity. If Government does every thing for
the people, the people will not very soon learn to do much for
themselves. They will remain much longer in a state of pupil-
lage, than if they were encouraged to put forth their own
energies. Such a course is the more objectionable because it
is the substitution of a bad for a good luibit, almost all the
common or vernacular education received throughout the country
being at presell t paid for. Government snould do nothing to
supersede the exertions of the people for their own benefit, but
should rather endeavour to supply what is deficient in the
native systems, to improve w’hat is imperfect, and to extend
to all what is at present confined to a few.
Again, a general scheme of new schools under public con-
Irol and direction w^ould entail on Governnieiit all the details of
management, expenditure, instruction, discipline, correspond-
ence, &c.; and this superintendence would either be adequate
or inadequate to the purpose. If inadequate, the schools would
be iiielhcieut and would serve other ends than those of public
instruction. If adequate, the expense alone would be a valid
objection to the plan. The jjrevious table exhibits the total
number of children between 14 and 5 \ears of age in fiv(‘
thanas of five different districts, and the average number of such
children in each thana is 13,307. The highest average number
of scholars taught by each teacher, is not (luitc 25. Supposf'
each teacher was required 2 )i’eviously to teach double that num-
ber, not less than 206 teachers will be required to instruct the
children of the teachable age in one thana. Five lupees per
month must be considered the very lowest rate of allowanc(‘
for wliich, under an improved system, the services of a native'
teacher may be engaged; and this very low rate would reciuire an
expenditure of 1,330 rupees i)er month, or 15,960 rupees per
annum for the teachers of one thana. Besides teachers, school-
houses must be built and kept in repair, and books and stationery
provided. At least one superintendent or inspector would also
be required for such a number of schools, teachers, and this
apparatus and expenditure would, after all, furnish only the
humblest grades of instruction to the teachable population of
one thana. The number of thanas in a district varies from
nine or ten to sixteen or seventeen, and sometimes extends
STATE OP EDUCATION IN BENGAL
867
even to a larger number; and the number of districts in the
Bengal Presidency alone amounts to about sixty-six, with a
constant tendency to increase by sub-division. On the plan
proposed all the expenses of all these teachers, schools, and
superintendents in every thana of every district must be de-
frayed by Government. When the subject of national educa-
tion shall receive the serious consideration of Government, I
do not anticipate that its appropriations will be made with a
niggard hand, but the plan now considered involves an expen-
diture too large, and [)romises benefits too inconsiderable
and too much qualified by attendant evils, to })ermit its
adoption.
Instead of beginning with schools for the lower grades of
native society, a system of Government institutions may be
advocated that shall provide, in the first place, for tlje higher
(•.lasses on iho princi])le that the tendency of knowledge is to
descend, not to ascend; and that, willi this view, we should at
|)resent seek to establisli a schoed at the lu^ad-station of every
zillah, afterwards jx'rgunnali schools, and last of all village
schools, gradually acquiring in the process more numerous and
l)ett(‘r qualifi(*.d instruments for the difTusi(.)n of education. The
primary objection to this plan is tliat it overlooks entire systems
of native educational institutions, Hindu and Mohammadan,
which existed long before our rule, and which continue to exist
under, our rule, independent of us and of our projects, forming
and moulding the native character in successive generations. In
the face of this palpable fact, the plan assumes that the country
is to be indebted to us for schools, teachers, books — every thing
nc'cessary to its moral and intellectual improvement, and that
in the prosecution of our views we are to reject all the aids
which the ancient institutions of the country and the actual
attainments of the peo])le afford towards their advancement.
We have to deal in this country principally with Hindus and
Mohamniadans, the former one of the earliest civilized nations
of the earth, the latter in some of the brightest periods of their
history distinguished promoters of science; and both, even in
their present retrograde stages of civilization, still preserving a
profound love and veneration for learning nourished by those
very |pstitutions of which I have spoken, and which it would be
ecjually improvident on our part and offensive to them to neglect.
B68
STATE OF EDUCATION IN BENGAL
Again, if the maxim that the tendency of knowledge is to
descend, not to ascend, requires us to have first zillah, next
perguniiah, and then village, schools, it follows that we ought
not to have even zillah schools till we have provincial colleges,
nor the latter till we liave national universities; nor these till
we have a cosmopolitan one. But this is an application of the
maxim foreign to its spirit. Improvement begins with the indi-
vidual and extends to the mass, and the individuals who give
the stimulus to the mass are doubtless generally found in the
up])er, that is, the thinking, class of society which, especiallv
in this country, is not composed exclusively nor ever principalh ,
of those who are the highest in rank, or who possess the greatest
wealth. The truth of the maxim does not require that the
measures adopted should have reference first to large and then to
small localities in ])rogressive descent. On the contrary, the
etllicienc\ of every successive higher grade of institution camu)!
be secured exce])t by drawing instructed pupils from the next
lower grade wliich, consequently by the necessity of tlie cast',
demands ])rioi‘ attention. Children should not go to colh'ge to
h'aiii the alphabet. To make the su])erstructin*(‘ lofty and hr)n,
the foundations should be broad and deep; and, thus building
from the foundation, all classes of institutions and every grade
of instruction may be combined with harmonious and salutary
effect.
SECTION II
Plan proposed and its application to the improvement and
EXTENSION OF VERNACULAR INSTRUCTION
The objections that apply to the plans brought under review
in the preceding Section should at least make me diffident in
proposing any other for adoption. The considerations I have
suggested show that the subject has been viewed in^^ various
aspects, and in what follows I shall endeayour ipipartially to
STATE OP EDUCATrON IN BENGAL
m
point out the difficulties, as well as the advantages,
of the measure which, on tlie whole, 1 venture to
recommend.
The leading idea, that of employing existing native institu-
tions as the instruments of national education, has been already
suggested; and if their adaptation to this purpose had not been
so much overlooked, it would have seemed surprising that they
were not the very first means adopted for its promotion. Their
import^ance, however, has been recognized, at least in words, by
some of those wlio have been most distinguished for their inii-
mate practical acquaintance with the details of Indian adminis-
tration. Of these, I may cite here, on account of the compre-
hensive although cursory view it presents of the subject, the
opinion expressed by Mr. Secretary Dowdeswell in his report of
September 22nd, 1809, on the general state of tlie Police of
Bengal, contained in Appendix No. 12 to the Fifth Keport on
Bast India affairs. At the close of his report Mr. ]Iowdesw(‘.ll
says — “ 1 have now stated' all the measures which suggest them-
selves to my mind for the improvement of the Police, without
tmtering into minute details, or deviating ijito a course which
might be thought foreign to the subject. I am satisfied that if
those measures be adopted they will be attended with consider-
able benefit in the suppression of the crimes most injurious to the
peace and happiness of society, — an opinion which I express
with the greatest confidence, as it is founded on practical experi-
ence of the system now recommended so far as the existing
regulations would permit. 1 am, at the same time, sensible
that a great deal more must be done in order to eradicate the
seeds of those crimes, — the real source of the evil lies in the
corrupt morals of the people. Under these circumstances, the
best laws can only have a partial operation. If wc would apply
ct lasting remedy to the evily we must adopt means of instruction
/or the different classes of the community, by which they may
be restrained, not only from the commission of public crimes,
but also from acts of immorality by a dread of the punishments
denounced both in this world and in a future state by their
respective religious opinions. The task would not, perhaps, be
so difficult as it may at first sight appear to be. Some remains
of the old system of Hindu discipline still exist. The institu^
tions of Mohammadanism of that description are still better
mo
STATE OP EDUCATION IN BENGAL
known. Both might be revived and gradually moulded into a
regular system of instruction for both tJtose great dlasses of the
community; but I pretend not to have formed any digested plan
of that nature, and at all events it would be foreign, as above
noticed, to the immediate object of my present report.” It does
not appear what institutions Mr. Dowdeswell meant to describe,
and confessedly his views were general an^ not very defined. A
closer attention will show that Hinduism Wd Mohammadaiiism
have certain institutions peculiar to them as systems of religious
faith and practice, and certain other institutions peculiar to tlu'
people professing those systems, but forming no part of theii-
religious faith and practice. To attempt to interfere with tlu'
former would be equally inconsistent with the ja’inclples and
character of a Christian government, and opposed to the rights
and feelings of a Hindu and Mohamuindan people. But to revivi
the latter, and gradually to mould them ” into a regular system
of instruction foi* both those great classes of the communitv,”
IS the du'inte both of sound wisdom and of the most obvicuis
policy.
The question arises in what manner native institutions niji\
he most effectually employed, with a view to the gradual forma
tioii of a regular system of instruction for the benefit of all classics
of the community; and the answer which, after mature consider
ation, 1 am disposed to give is by proposing the establishment o/
public and periodical examinations of the teachers and scholars
of those institutions and the distribution of rewards to the
teachers proportioned to their own qualifications and the attain-
ments of their scholars^ — ^the examinations to be conducted, and
the rewards bestowed, by officers appointed by Government and
placed under the authority and control of the General Committec-
of Public Instruction. This plan appears adapted to the
character of the people and to the present condition of native
society. Mr. Wyse in his recent work entitled Education
Eeform, Vol. I. p. 48, remarking on those dispositions which in
some manner, form the public character, the moral physiognomy,
of nations, says — ” This peculiar public character, formed of the
aggregate of private, again acts in a very striking manner upon
the character of the individual. But this action is still further
affected by the changes of the times. A period of Aatal quiet,
fi^ultin^ from a long continued acquiescence in ol4 institutions,
STATE OF EDUCATION IN BENGAL
361
leaves a very different imprint upon the national mind from that
which is the necessary consequence of a general breaking up of
old principles and forms, and an earnest search after new. In
the first instance, an education of stimulants becomes necessary,
it is essential to the healthy activity of the body politic; in the
second, steadiness* love of order, mutual toleration, the sacrifice
of private resentments and factious interests to general good,
should be the great lessons of national education.” At no period
in the history of a nation can lessons of steadiness, love of order,
rnutual toleration, and the sacrifice of private to public good be
deemed inappropriate ;^ut if any where an education of stimulants
IS necessary to the healthy activity of the body politic, it is here
where a long continued acquiescence in old institutions, and a
Bng continued subjection to absolute forms and principles of
government have produced and continue to perpetuate a universal
torpor of the national mind. This education of stimulants I
propose to supply on the basis of native institutions, and by
means of a system of public and periodical examinations and
rewfiu-de ; and I hope to show, in conformity with the characteris-
tics that have been sketched of a scheme likely to be attended
with success, that, while the plan will present incitements to
self-exertion for the purpose of self-improvement, it will be
equalljr simple in its details and economical in expenditure, tend-
ing to draw forth the kindly affections of the people towards the
Government, and to put into the hands of the Government large
powers for the good of the people.
The fivst proposed application of the plan is to the improve-
ment and extension of vernacular education; and to the import-
ance of this branch of public instruction testimony has been at
different times borne by the highest authorities in the State. Of
these, I shdll quote two only in this place. Lord Moira in his
Minute on the Judicial Administration of the Presidency of Fort
Witliazn, dated the 2nd October, 1S15, after mentioning certain
evils in ifce administration of the Government and in the
ohai*iy)t0r of the people, goes on to say — “ In looking for a
to Bvils, the moral and intellectual improvement of
the necessarily form a prominent feature of any plan
aidto frcMn the above suggestions, and I have, there*
to turn my most solicitous attention to the
862
STATE OF EDUCATION IN BENGAL
important object of public education. The humble hut vdluahh
class of village school -masters claims the first place in this dis-
cussion. These men teach the first rudiments of reading, writ-
ing, and arithmetic for a trifling stipend which is within reach of
any man's means, and the instruction which they are capable
of imparting suffices^ for the village zemindar, the village account-
ant, and the village shop-keeper. As thi public money would
be ill-appropriated in merely providing gral^iuitouB access to that
quantum of education which is already attainable, any interven-
tion of Government, either by superintendence or by contribution,
should he directed to the improvement of existing tuition and
to the diffusion of it to places and persons now out of its reach.
Improve^nent and diffusion may go hand in hand yet the latter
is to he considered matter of calculation, while the former should
be deemed positively incumbent.'* Twenty-two years have
elapsed since these wdse and benevolent views were expressed by
one of the ablest and most distinguished rulers that British India
has possessed, and no adequate means have yet been employed
to discharge a duty declared to be positively incumbent by intro-
ducing improvement into the existing system of tuition practised
by the humble but valuable class of village school -masters » and
to extend the improved instruction to persons and places which
the old system does not reach. We appear to have even retro-
graded, for not only has vernacular instruction been overshadowed
and lost sight of by the almost exclusive patronage bestowed on
a foreign medium of instruction, the English language, but even
some of the principal efforts to improve the village schools and
school-masters have, with or without reason, been abandoned.
It was, I believe, under Lord Moira's Grovemment that the
Ajmere native schools were established and the Chinsurah native
schools patronized by Government, but both have proved signal
failures, and Government support has been withdrawn from them;
the grand mistake being that new schools were formed subject
to all the objections that have been described in another place,
instead of the old schools and school-masters of the country that
enjoyed, and still enjoy, the confidence of the people, being
employed as the instruments of the desired improvements. The
only other attempt known to me on this side of India to improve
the system of vernacular instruction on a considerable scale un-
connected with religion was that made by the Calcutta School
STATE OF EDUCATION IN BENGAL
363
Society, which received the special approbation of the Court of
JJirectors. In 1825, in confirming the grant of 500 rupees per
month which had 'been made to this Society by the Local Gov-
ernment, the Court made the following remarks : — “ The Calcutta
School Society appears to combine with its arrangements for
giving elementary instruction, an arrangement of still greater
importance for educating teachers for the indigenous schools.
This last object we deem worthy of great encouragement, since
it is upon the character of the irvdigenous schools that the educa-
tion of the great mass of the population must ultimately depend.
By training up, therefore, a class of teachers, you provide for
the eventual extension of improved education to a portion of the
natives of India far exceeding that which any elementary instruc-
tion that could be immediately bestowed would have any chance
of reaching/’ The plan of the Calcutta School Society so highly
approved was that of stimulating teachers and scholars by public
examinations and rewards, and although it was very limited in
its application, and very imperfect in its details, the efiects upon
the state of vernacular instruction in Calcutta were for a time
highly beneficial. Yet the plan has been relinquished, the
Society has ceased to exist, and the donation of Government,
confirmed by the Court of Directors on the grounds above stated
(‘continues to be drawn by the nominal Secretary and is now
iipplied to the support of an English school and to the gratuitous
education of thirty students of the Hindu College. It is evident,
therefore, that in proposing to lay the foundations of national
education by improving and extending the system of vernacular
instruction, and to improve and extend that system, not by
forming new and independent schools, but by employing the
agency of the long-established institutions of the country, I am
proposing nothing new. It is necessary only that we should
retrace our steps, and, taught by past experience, start again
from the position we occupied twenty years ago. In 1815 Lord
Moira saw the necessity, either by superintendence or by contri-
bution, of improving and diffusing the existing tuition afforded by
village school-masters; and in 1825 the Court of Directors, by
deeds as well as by words, pronounced that upon the character of
the indigenous schools the education of the great mass of the
population must ultimately depend. These sentiments and
opinions are worthy of the highest authorities in the government
864
STATE OP fit^UCATION IN BENGAL
of a jjreat empire, and they are confirmed by the whole histoiy
of civilization. It is deeply to be regretted^ that they ha\e
hitherto produced no fruit in this country; ana'' it is earnestly to
be hoi)ed that the time has now arrived to give them a practical,
a systematic, and a general application.
Assuming the importance of vernacular instruction as the
very foundation-stone of a soimd and salutary system of nalio]i if
education, and assuming also that the ola^and established villjii^e
schools and school-masters, if they can be rendered available and
qualified, pi*esent the most appropriate instruments for gainiii;^ ,i
ready access to the peop|i|jpd j^rustful acceptance of the im-
provements which we are ^siroilWfc|mtroducing and diffusing,
it remains for me to show with what f|j|diminar\ arrangements
inj what manner, and to what extent, I w^ld propose to employ
their agency.
The first step to be taken is the selection uf one oi more
districts in which Government shall authorize the plan to be
tried. It is desirable that the experiment should be nindc
simultaneously in several districts, for the purpose of compann}’
the results obtained under different circumstances. The attempt
may succeed in one district and fail in another, the failure arisiug
from local and temporary, and the success from permanent aiui
general, causes; and if the experiment was J^de only in one
district, it might be one in which local and temporary causes aie
in operation leading to failure, and thus undeserved disci edit
might be entailed upon the whole scheme. The number of dis-
tricts usually included in a division subject to a Commissioner of
Revenue and Circuit would probably afiord a just criterion.
Having fixed upon the districts in which a trial is to be given
to the plan, the next step will be to institute an educational
* survey of each district, or a survey of all the institutions of
education actually found in it to determine the amount of juvenile
instruction, and a census of the population of each district, to
determine the amount of domestic and adult instructicMa^
a view to the completeness of the results,^ I would reoppsnend
that the census of the populat&m should not be limited to one
thana in each district, but ehould hf oo-^ttensive the survey
STATE OE BDUCATIOK IN BENGAL
365
of the schools. This would undoubtedly entail much additional
trouble and some additional expense, but it is by such means
that the interests of humanity* the interests of a future as well
as of the present age, are promoted. I have shown in the pre-
ceding chapter how such investigations have been, and may be,
conducted economically, and, I hope and believe, efficiently and
inoffensively; and as a means of throwing a strong light upon the
moral and intellectual condition of native society, 1 trust they
will be continued, pari passu ^ with every attempt to extend
vernacular instruction. If the suggestions offered, or to be
offered, in this report possess any value, it is derived from these
inquiries conducted under the authority of Government, w^ithout
which a whole life’s residence in India would not have given me
the inwrought conviction I now possess of the unparalleled degrad-
ation of the native population, and the large and unemployed
resources existing in the country applicable to the improvement
of their condition and character; and it is only by the unwearied
prosecution of such inquiries, and by the detailed publication of
their results, tliat this conviction can be wrought out of the minds
of the actual observers into the minds of the community at large,
and especially into the minds of those members of the community
who wield the powers and direct the measures of Government.
J long entertained an opinion of the importance of such inquiries
liefore i had undertaken, or had any prospect of undertaking,
^uch a duty in person. In 1829 or 1830, at the request of Lord
William Bentmck, I sent him a Memorandum on the subject of
education, in which I pointed out an educational survey of the
country as an indispensable preliminary to every other measure,
and four years afterwards the adoption of the suggestion showed
lhat the utility of such a course was appreciated by his Lord-
"'hip’s Government. Experience has confirmed the opinion I
Ihei,! expressed, and in pemslpg the Revenue and Judicial Selec-
lions during the past year, I have discovered with pleasure that
Ihe advantage of inquirieiBl into the actual state of native educa-
tion is still further support*^ by the high authority of that truly
great and good man Sir Thomas Munro» the late Governor of
Madras, and by that of the Ouurt of Directors. The importance
of this branch of the subject an<J the weight due to these authori-
ties induce me to embo<% idewA in foH in this report from
the Selections, Vol. Ilf*, #88, only the tabular
366
STATE OF EDUCATION IN BENGAL
form in which Sir Thomas Munro directed the information to be
collected : —
Extract Fort St. George Eevenue Consultations,
Dated the 2nd July, 1 1822
The President records the folloVing Minute: —
Minute by Sir Thomas Munro
“ Much has been WTitten, Both in England and in this
country, about the ignorance of the people of India and the
means of disseminating knowledge among theni ; but the opiniouR
upon this subject are the mere conjectures of individuals, un-
supported by any authentic documents, and differing so widely
from each other as to be entitled to very little attention. Our
power in this country, and the nature of its own municipal
institutions, have certainly rendered it practicable to colled
materials from which a judgment might be formed of the stati.^<
of the mental cultivation of the people We have made geogra-
phical and agricultural surveys of our provinces; we have inves-
tigated their resources, and endeavoured to ascertain tlu'U*
population ; but little or nothing has been done to learn | the
state of education. We have no record to show the actual state
of education throughout the country. Partial inquiries have
been made by individuals, but those have taken place at distant-
periods and on a small scale, and no inference can be drawn
from them with regard to the country in general. There may
be some difficulty in obtaining such a record as we want. Some
districts will not, but others probably will, furnish it; and if we
get it only from two or three it will answer, in some degree, for
all the rest. It cannot be expected to be very accurate, but it
will at least enable us to form an estimate of the state of instruc-
tion among the people. The only record which can furnish the
information required is a list of the schools in which reading and
writing are taught in each district, showing the number of
scholars in each and the caste to which they belong. I'he
collectors should be directed to prepare this document according
to the form which accompanies this paper. They should be
STATE OF EDUCATION IN BENGAL
B67
desired to state the names of the books generally read at the
schools; the time which scholars usually continue at such schools;
the monthly or yearly charge to the scholars; and whether any
of the schools are endowed by the public, and, if so, the nature
and amount of the fund. Where there are colleges or other
institutions for teaching theology, law, astronomy, etc., an
account should be given of them. These sciences are usually
taught privately, without fee or reward, by individuals, to a few
scholars or disciples; but there are also some instances in which
the native governments have granted allowances in money and
land for the maintenance of the teachers.
In some districts reading and writing are confined almost
entirely to Brahmans and the mercantile class. In some they
extend to other classes, and are pretty general among the potails
of villages and principal ryots. To the women of Brahmans and
of Hindus in general they are unknown, because the knowledge
of them is prohibited and regarded as unbecoming the modesty
of the sex and fit only for public dancers; but among the women
of the Rajbundah and some other tribes of Hindus, who seem to
have no prejudice of this kind, they arc generally taught. The
prohibition against women leaniing to read is probably, from
various causes, much less attended to in some districts than in
others, and it is possible that in every district a few females may
be found in the reading schools. A column has been entered for
them in the form proposed to be sent to the collector. The
mixed and impure castes seldom leara to road; but as a few of
them do, columns are left for them in the foiTir.'
It is not my intentier to recommend any interference
, or,itever in the native schools. Every thing of this kind ought
^^XP)e carefully avoided, and the people should be left to manage
their schools in their own way. All that we ought to do is to
facihtate the operations of these schools, by restoring any funda
that may have been diverted from them, and perhaps granting
additional ones where it may appear advisable; but on this point
we shall be better able to judge, when we receive the information
now proposed to be called for.
Thomas Munbo.*^
June, 1822,
368
STATE OP EDUCATION IN BENGAL
Extract, Revenue Letter, to Fort St. GbohgE;
Dated the 18th May, 1825
We think great credit is due to pir Thomas Munro lor
having originated the idea of this inquiri^. We shall be better
able when we have seen specimens of theVeport to judge whether
the prescribed iuquiry is sufficient to bripg forth all the useful
information capable of being obtained. The proportion in which
the great body of the people obtain the knowledge of reading and
writing, the degree to which the means of obtaining them are
placed within their reach, the extent to which the branches ’of
knowledge esteemed of a higher kind are objects of pursuit and
th^means of instruction in them are afforded, are the most im-
portant points, and these appear to be fully embraced. The
most defective part of tlu* information which will thus be elicited
is likely to be that which relates to the quality of the instruction
which the existing education affords; but of this we shall be able
to form a more correct opinion when we see what the reports
contain, It was proper to caution the collectors against exciting
any fears in the people that their freedom of choice in matters
of education would be interfered with, but it would be equally
■wrong to do any thing to fortify them in the abgu||i opinion that
their own rude institutions of education are so perfect as not to
admit of improvement.”
The four volumes of Revenue and Judicial Selections which
I Lave seen, ^ believe all that have been published,
do not contain any reference to ^he^ jcijorts made in conforpaitv
with Sir Thomas Munro 's instructions. liit utilii^ of
statistical inquiries recommended by that sagacious and
enced statesman, and so explicitly approved by the Honorab^
Court with a distinct view to the improvement to be introduced
into the existing rude institutions of education, is BtUl further
increased when they are regarded as introductory and auxiliary
to a general system of popular instruction. The informati^ thpf ^
collected is highly valuable in itself and for its own sake, for the
insight it affords and the inferences to which it leads respecting
the interior structure and condition of native society; but ^6
detaili^it supplies respecting the number and rcsidenoej
idiaiaotier, qualifications, and emoluments of th# ,
STATE OF EDUCATION IN BBN0At*
and the number, the payments i and tha dtiaintnentfil of the
scholars will come into constant requisition in the pnactiefid
conduct of a system of popular instruction. Nor will the benefit
to be derived stop here, for it is only by previously ascertaining
the nature and amount of juvenile and adult instruction in ft
district or in a division that we can obtain a standard of cotn*
parison with the future condition of education in the same
district or division after the experiment of a national systcin
shall have been fully and fairly made.
A further measure indispensable to the working of the plan
is tlie prc paratiim of a small series of useful school-books in the
Iscnguagc of the districts in which it is to be carried into efiect.
The entire subject of sclux)! -books in the native languages involves
so many principles and details, both moral and literary, thsjt to
do justice to it would require a separate and full report. All thftt
1 shall atteiii]>t in this place is to indicate a few of the leading
ideas connected with it that boar most directly upon my
diate object
For the purposes ol vei nacular instruction in Bengal, school*
books sliould be prepared iii the Bengali language, and for th^
same purposes in Behar in the Hindi language. These
languages will bring the instruction within the reach of the wholft ^
Hindu population of those t\N'o provinces and also of the twA
Musalman pojjulatioii. Hindi school-books will be 00Cft8kn|limy^
required in Bengal, Bengali liooks never in Behar; and ter „ft
majority of the Musalman population in some of the prindpftlp
cities and towns of both provinces, such as Calcutta, Moordiiedk-
bad, and Dacca, Patna, Behar, and Oaya, school-books in Ur 4 u
or Hindusthani will probably be the most appropriate. For the
purpose of giving a trial to a system of vernacular instruction ihl
the few districts of a commissioner’s division Bengali school-boOfc|^
only will be required, and a translation of them into
should be simultaneously printed and published in order thai ikd
members of the Government and the European
generally may know the nature and amount of tihe instrU)i^tj(%
proposed to be communicated.
The question what shall constitute the
school-books under a national system of is
which a great diversity of opinion^pjiy
and unless large and catholio
870
STATE OF EDUCATION IN BENGAt
evil instead of good may be expected to result from the attempt.
I deem it proper to introduce and fortify my opinions on this
subject by those of others whose sentiments and reasonings are
more likely to obtain general assent.
Jiord JMoira, in the Minute of 2nd October, 1815, from which
I have already had occasion to quote, (ioniinuing to speak of the
native system of education, says — “ The general, the sad defect
of this education is that the inculcation of moral principle forms
no part of it. This radical want is not imputable to us. The
necessities of self-defence (for all our extensions of territory have
been achieved in repelling efforts made for the subversion of our
power) and our occupation in securing the new possessions have
allow^ed us, till lately, but little leisure to examine deliberately the
state of the population which we had been gradually bringing
beneath our sway. It was already vitiated. The unceasing wars
w^hich had harassed all parts of India left every where their
invariable effects, a disorganization of that frame- work of habit
and o])iiiion which enforces moral (*ondnct and an emancipation
of all those irregular impulses •which revolt at its restraint The
village school-masters could not teach that in wdiich they had
themselves never been instructed, and universal debasement of
mind, the constant concomitant of subjugation to despotic rule,
left no chance that an innate sense of equity should in those con-
fined circles suggest the recommendation of principles not thought
W'orthy of cultivation by the Government. The remedy for this
is to furnish the village school-master with little manuals ol
religious sentiments and ethic maxims (;onveyed in such a shape
as may be attractive to the scholars, taking care that, while awe
and adoration of the Supreme Being are earnestly instilled, no
jealousy be excited by pointing out any particular creed. The
absence of such an objection and small pecuniary rewards for
zeal occasionally administered by the magistrates would induce
the school-masters to use those compilations readily/'
The Honourable Mounstuart Elphinstone in his report dated
2r)th Octobei-, 1819, on the territories conquered from the Paisliwa
(Calcutta Edition, p. 74, re-printed in Eevenue and Judicial
Selections, Vol. IV., p. 187) after describing the moral character
of the people of the Deccan, has the following remarks: —
“I do not perceive any thing that we can do to improve the
morals oi the people except by improving their education. There
STATE OF EDUCATION IN BENGAL
371
are already schools in all towns and in main villages, but reading
is confined to Brahmans Banyans, and such of the agricultural
classes as have to do with accounts. T arn not sure that our
establishing free schools would alter this state of things, and it
might create a suspicion of some concealed design on our part. Tt
would be more practicable and more useful io give a direction to
the reading of those who do learn, of wliich tlu‘ press affords so
easily the means. Books are scarce and tiie common ones probably
ill-chosen, but there exist in the Hindu languagiis many tales and
fables that would be generally read and tliat would (drculate sound
morals. There must be rehgious bcK)ks ttmding more directly
to the same end. If many of these were printed and distributed,
clieaplv or gratuitously, the effect would without doubt be great
and beneficial It would, however, be in(lis})eJisabli' that. the\
should be purely Hindu. Wc might sihudly omit all ja’ceepts of
questionable morality, but the slightc'st infusion of redigious
controversy vrould insure the failure of thi^ design It would
be better to call the prejudices of tin* Hindus to our aid in reform-
ing them, and to control their vices by the* tie's of religion which
as'e stronger than those of law. By maintaining and purifying
their present tenets, at the same time thai w(' enlighten their
understandings, we shall bring them m'aieu’ to that standard of
perfection at which all concur in desiring that they should arrive;
while any attack on their faith, if succ(‘ssful, miglit be ex})ected
in theory, as is found in practice, to shake' their reverence for all
religion and to set them free from those useful restraints which
even a superstitious doctrine imposes on the passions. Mr .
Hlphinstone, when Governor of Bombay, reiterates the same
sentiments in a Minute dated 6 th April 1821 (llevenue and
Judicial Selections, Vol. III., p. 6 ^ 10 ) on the Kevenues and
Survey of the Western Zillah north of the Myhce: — In all dis-
cussions connected with the means of improving the situation of
the people, our attention is drawn to the amendment of their
education. This seems to be nearly in the same state here as in
the Deccan. I should rather think there were ujorc schools, but
there are no books. The same plan L recommend in the Deccan
may be adopted here, the circulation of cheap editions of such
native books of those already popular as might have a tendency
to improve the morals of the people without strengthening their
religious prejudices. Passages remarkable for bigotry or false
372
STATE OF EDUCATION IN BENGAL
maxims of morality might be silently omitted, but not a syllable
of attack on the religion of the country should be allowed.”
The late Mr. Shore in his Notes on Indian Affairs, Vol. IL,
p. 1, asks — ” Is a rational attempt to educate the people of this
great country to be made? Or are they to be allowed to reiriain
in their ])resent state of ignorance? i.e., as far as relates to the
assistance of their English masters. Is on^ great impediment to
the due admini.stration of justice to be reri^oved? Or is it still
to remain to the discredit of the British system of legislation?
These, 1 grieve to say, are the two real questions into which this
subject may he , r(‘S()l ved What has been, and what ought lo
have been, the c‘.oiirse jiursued by the British rulers? Certainly
it was their duty /iost, to have ordained that the language and
charaoter of the country should be that of the courts of justice;
sccondlij, to have established schools, or at least to have ej]-
eouraged those that ah'eady existed, for the education of the
pc-ople in their ow’n language and character; thirdly^ to have pro-
moted the translation ol books of knowledge into the vernacular
longue; and fourthlij, to have afforded all who had leisure or
iiiclmalio?! the means of acquiring that language in wdiicdi the
most general information is concentrated, the English. What
has been the c(>urs(‘ hitherto jnirsued? We haVe actually
imitated the example of a nation whom we affect to consider
barbarians and centuries behind us in civilization, and have
attempted to iuliict a foreign language on a hundred millions of
people ! We have even gone beyond our model. On the first
coiKjuest of India by the JMohqJnmedans, one party at least — the
conquerors — understood the iabjiguage of the courts of justice;
but it has been the pleasure of the English to carry on bnsinc'ss
and administer justice in a language alike foreign to themselves
and to their subjects.” In the same volume, pp. 464-465, Mr.
{Shore describes the works that he recommends to be translated
into the vernacular language and character. They should not,
he says, be confined to works of a religious nature, but the
selection should include books of instruction and even amuse-
ment. History, geography, elementary works on arts and
sciences, w^ould be extremely acceptable to the people.” He
proposes also ” to prohibit any direct attempts at conversion in
the schools established by Government, nor should the study of
religious works be compulsory as schoohbooks. Such books
STATE or EDUCATION IN HENGAL
87B
should, however, be placed within their reach for all who chose
to consult them/*
I will add only one other authority on this subject. Mr. B.
H. Hodgson, Resident in Nepal, in tlie preface to his letters
addressed to the Editor of the Friend of India on the pre-eminence
of the vernaculars, p. 9, has the following remarks: — “ In the
most enlightened parts of Europe the general opinion now is
that scho(.^ls for teachers have in th(‘ ])i-eseut century created a
new era in the practical science of education. Wliy then is
(rovei'nnient inattentive to so noble and successful an experi-
ment? Especially since there is about lliis method of normal
instruction, or teaching of teachers, just that sort of definiteness
which niay be compassed by limited public funds, with yet a
concomitant prospect of great and diffusive lienetits to the
country from the adoption of the measure But workmen must
have tools; and good workmen, good tools; wh(n’efore, to a
nursery for the regular supply of competiait vernacular school-
masters, should be added one for the equally regular supply of
sound books in the three prime vxilgkr tongues of cnir presidency,
books embodying the substance only of our really useful know-
k‘dge, with stimuli and directions for the various sorts of inemtal
exertion; so that in the result there might exist for the people at
large the easy and obvious bridge of the vulgar tongue leading
fronj exotic principles to local practices, from European theory
to Indian experience.’* In support of the principle of drawing
on Indian experience, of borrowing the precepts, examples, and
illustrations of Indian literature, to recommend to general atten-
tion the substance of a higher knowledge, moral and social, as
well as physical, Mr. Hodgson urges the following cou'^irk vations ;
— “ The elemental laws of thought, — ^including a designation of
the necessary boundaries of human inquiry and the best rules of
investigation within those limits — the lav\' of population, the
philosophy of wealth, the general princi[)les of jurisprudence, of
judicature, and of reformative police ! How are we to inculcate
the elements of our knowledge upon these topics, which are at
once infinitely more essential to the welfare of the people of
India tlian mathematical and physical science, and infinitely
more liable to the adverse influence of prejudice and preposses-
sion? Physical soience is almost unknown in India, and hence
there will be little for us to undo : it stands almost wholly aloof
374
STATE OF EDUCATION IN BENGAL
from the lurinoil of the pHSsious and interests of men, and hence
there will be little difficulty in removing obstructions to fair and
patient attention. But the philosophy of life, however ill it is
yet understood, lias been an object of study in this land for 3,000
years, — in all which the falsest interests, and the most turbulent
passions, and the most fantastic ofiinions have contributed the
warp, as nature and experience have the woof, to its net-work,
d'o leave the woof as it is, and to supply p new warp from the
schools of European wisdom — hoc opus, \hic labor rst\ To
attempt to remove both warp and woof were, I believe, to dis-
organize society, and to insure our own destruction in its dis-
organization! Here it is certainly that the countenance and
support, real or seeming, of established maxims and examples is
most needed and most readily to be had, — most needed, because
of the prejudices and passions that are indissolubly bound up with
the topics; most easily to be had, because of that universal
consciousness and almost, universal experience which necessarilv
supply the ultimate evidence of such topics. High-dated and
literary as is the chai'acter of Indian civilization, it could not be
that their literature should have failed to gather ample materials
for the just illustration, in some way or other, of most, it not ul
all parts of the philosophy of life, and with respect to the fact ,
you Sir, need not be told that it has not failed to gather them
The following appears to be the substance of the views
expressed by these authorities. I'lie vernacular school-books
prepared and issued under the authority of (jovernment should
embrace religious instruction as far as it can be communiccUed
without engaging in religious controversy or exciting religious
prejudice, without inculcating tlie peculiarities of any one religion
or attacking thos(' of another. Perha[)s, the best wa\ in which
this might be effected would be, without employing any direct
forms of religious inculcation, to cause the spirit of religion its
philanthropic princi])les and devotional feelings — to pervade the
whole body of instruction on other subjects. On these other
subjects, physical science, moral truths, and the arts and philo-
sophy of civil and social life, the aim should be, not to translate
European works into the words and idioms of the native lan-
guages, nor to adopt native works without the infusion of
European knowledge, but so to combine the substance of Euro-
pean knowledge with native forms of thought and sentiment,
STATE OF EDUCATION IN BENGAL
o75
and with the precepts, examples, maxims, and illustrations of
native literature as shall render the school-books both useful and
attractive. Por this purpose the union of European and Native
agency would be necessary, — ^European agency aided by the best
works that have been framed in Europe and America for the use
of schools, and Native agency of a high order of qualification to
command readily the resources and appliances of native learning.
Under the guidance of such general principles, and in the
employment of such a united agcuicy, a seifes of school-books in
Jlengali mights he framed on the following plan: —
The firaf of the scries might, be made with advantage to
include all that is at i)resent taught in scattered and disjointed
portions in the vernacular schools, systematically arranged and
firesentcd in the ch^arest, most comprehensive, and most perfect
form in which it can be prepared. It would thus be a text-book
for instruction in writing on the ground, on the palm-leaf, in
the plantain or sal-leaf, and on paper; in reading both written
and printed compositions; in accounts both commercial and
agricultural as taught in the works of 8uhhat}haT and JJgra
Haiaram; in the (iorrect and fluent composition of letters,
petii.ioiis, grants, leases, bonds, and notes of hand according to
the most popular and a])proved forms; in the elements of
grammar and lexicology as taught in Sahda Suhanta^ Ashta
8ah(ii, Ashta Dhalv, and the vocabulary of Amara Singh; and
finally, in the moral verses of Chanahya. This work would make
1he learners, whether teachers or scholars, thoroughly competent
in the knowledge and use of the most improved forms of their
own vernacular system of instruction before introducing them to
any higher grades of knowledge; and the first trial in every
district would thus also be disembarassed of the prejudices which
might be raised if any new and strange subjects of instruction
were suddenly and generally presented to them. Those portions
of the above-mentioned native school-books that are in Sanscrit
siiould be translated into Bengali.
The second book of the series might explain the most impor-
tant arts of life that contribute to comfort, improvement, and
civilization, and might give elementary views of the sciences
which have produced and must help to perfect them. Trade and
the sub-divisions of manual labour; manufactures and the uses of
876 )
STATE OF EDUCATION IN BENGAL
machinery; and above all agriculture, — the most valuable pro-
ducts, the best modes and seasons of culture, the most useful
implements and manures, the rotation of crops, draining, irriga-
tion, large and small farms — all these are subjects which, in plain
language and with appropriate local illustrations, might be
brought home to the business and bosoms of nine-tenths of the
people. The modes of applying agi'icultut’al capital are notorious-
ly veiw rude and unproductive, and the* quantity of land culti-
vated by the ryot is generally so very small that the value of
that portion of the produce which falls to \iun as wages or profits
barely supports him and his family even in the most favourable
seasons, and in times of scarcity leaves him without resource.
With such a vast agricultural population, upon the y)roper appli-
cation of whose labour the entire f)i‘osperity of tlu' country and
the (jovernment depends, what duty can be more imperative
than to instruct them in the best use of all the circumstances ol
their condition?
The third book of the series might be made explanatory of
the moral and legal relations, obligations, and rights, whethei-
personal, domestic, civil, or religious, of men living in a state
of society and under the existing (lovernment. A reference
should be maintained throughout to the peculiar cirtjumstances,
wants, and character of the people. Thus, the expenditure of
the people is in general so profuse and ill-directed as to accouni
I'or much of the wretchedness of their condition. Inculcate,
therefore, a prudent economy, and show not only by precept,
but by examples and illustrations drawn from savings’ banks,
etc., the advantages of steady industry and small accumulations
as cx^ntrasted with the tyranny on the one hand, the slavcrv
the other, and the general distrust between man and man, arising
out of the established system of money-lending and borrowing at
exorbitant rates of interest. Again, the produce of their labour
is often diminished by the illegal exactions of money-lendei>,
landlords, settlers, and the native officers of (Government, whether
of justice, revenue, or police. Teach the people their civil rights,
the disposition of Government to protect them in the enjoyment
of those rights, and the modes in which they may be most
effectually protected. Still further, law to be obeyed, the
violations of law to be shunned, and ttfe punishments attached
to those violations ,to be feared, should be known. But it^
STATE OF EDUCATION IN BENGAL
377
requisitions, its prohibitions, and its sanctions are unknown to
the body of the people, and law ig to them, for the most part,
the arbitrary will of the judge. In the absence of other means
to make the penal laws generally known, let this school-book
explain their principal provisions for the protection of person and
property, the equal subjection of all to their authority, and the
obligation and utility of contributing each person to the defence
and security of every other subject of the State.
The fourth book of the series might be employed to correct,
enlarge, and systematize the knowledge of the learner respecting
Ins native country, other countries, and the system of the world.
If prej)ared for Bengali schools, it would explain the natural
teatures and resources of Bengal, the political Government of
British India, the physical and political geography of the other
countries of the world, and the leading facts and principles of
modern astronomy.
It is easy for me to sketch the principal topics of these
works, and the series might be still further extended; but it would
be a more difficult task to fill up the outhnt.' in such a manner
that the whole w'ould deserve the afiprobatiori of Government and
be acceptable to the people. Their utility, how^ever, would
compensate for the labour, the time, and the expense bestowed,
for a really good school-book is a pow^erful instrument of good
to a country. By these and by similar works a small native
standard library might be formed; and the most important ideas
they contain might, by the means I am about to recommend, be
gradually worked into, and embodied with, the earliest impres-
sions and the permanent convictions of native society.
Having prepared and printed the first book of the series, the
next step is to appoint a Government agent to v,nch of the dis-
tricts in which the plan is to bo carried into effect. The duty to
be assigned to him, as will afterwards more fully appear, is the
examination of teachers and scholars, and with this view he
should unite the acquirements both of a Native and English
education. Without a good native education he could not, with
credit and efficiency, act in the capacity of an Examiner of native
teachers and scholars; and an English education will be useful
to conciliate the respect of his countrymen, to give him confidence
in his own comparative attainments, and to enable him to receive
and communicate to the people just views of the intentions of
27— 1326B.
378
STATE OF EDUCATION IN BENGAL
Government, find to Government just views of the feelin .s
and wishes of the people. In addition to these literary acquire-
ments, an imimpeached character for steadiness, industry, and
integrity is indispensable. Much will depend upon thesp
Examiners, and their appointment should be made with gren:
care and discrimination. Those natives who have received kh
E nglish education have in general too much neglected tho
ordinary branches of a Native educatioii, and some difficulty may
at first be experienced in obtaining competent persons; but
very little application on the part of the intelligent young nun
who have passed through the Hindoo College, the OeiUM;!
Assembly's Institution, and other public schools, will supple
the requisite qualification, and the difficulty will speedily di'-
appear.
The Examiner will proceed to the district to which he hni
been appointed with a recommendation from the Commissioner
of the dhdsion to Ihe magistrate who will be instructed to aid lie >
with counsel, influence, and co-operation, as far as they can he
bestowed, without trenching on his individual responsibility, or
the unfettered action of the people. It will not be inconsist('ii^
with these restrictions if the magistrate should publish through-
out the district a simple declaration or explanation of the inten-
tions of Government addressed to all generally, to none indi\i‘
dually; and if as in South Behar there is a districi newspaper,
the notice should receive all the publicity that can be given to ^
by that means. 'J'he Examiner, by the survey which has been
already made of the district, is acquainted with the names,
places of residence, and qualifications of all the school-masters m
every thana, and by means of perwannahs, letters, and persontil
visits he will make known to them in still greater detail the inten-
tions of Government, and the subsidiary arrangements by wbi^li
he purposes to carry those intentions into effect.
The subsidiary arrangements will be variously modified ) v
the circumstances of different districts and by the judgment an l
experience of different Examiners. The object should be to brii
the benefit as much as possible within the reach of the people
with the least sacrifice on their part of time, labour, and monev
in travelling. For this purpose the Examiner may fix on some
central point of two or three contiguous thanas, at which he will
invite all the school -masters of those thanas to meet him at ^
STATE OF EDUCATION IN BENGAL
379
certain date. He will there explain to them verbally and at
length , what he had before stated to the same persons in writing,
that he had in charge from Government certain copies of a book,
one of which he was prepared to give to any school-master, or
U) any person proposing to act as a school -master, who should
either by the written or verbal testimony of his neighbours, appear
to be of respectable character, and who should engage to appear
with it again at the same place six months thereafter; that the
names, ages, castes, and places of residence of the receivers and
those testifying to their character would be inscribed in a
register; and that at the time and place appointed an examina-
tion of the receivers would be held, and rewards bestowed on
those who should be found competent in the knowledge of its
contents and in the capacity of explaining them.
The nature of the rewards to be bestowed will require much
consideration. Money-rewards of three or six rupees to the
teachers according to their proficiency might be promised, and
the effect would no doubt be great and immediate, but T am
inclined to recommend that in the first instance at least they
should be withheld, if the plan can be made to work efficiently
without money-rewards, the advantage in point of economy is
obvious; and althougJi that is a very inferior consideration with
reference to a single district or division, the effect will be far from
unimportant on a large scale by leaving in the hands of Govern-
ment the means of giving general extension to the plan without
weighing too heavily on the resources of the btate. Another
advantage will be in the greater simplicity of the plan without
the suspicions, the wr anglings, and the opportunities and imputa-
tions of corruption and compromise between the Government
I^jxamiiiers and the native teachers that may arise out of money-
jiayments. Still further, by dispensing with those payments, the
teachors will be thrown entirely on their own qualifications and
on the support of parents for success in their profession: whereas
m bestowing money -rewards it will be difficult, although not
unpossible, to ascertain the amount that will have the effect of
stimulating tlie zeal of teachers without checking the exertions
and sacrifices of parents. An additional consideration is this
that if the other forms of reward and distinction I am about to
suggest are found to be ineffectual, or effectual in too limited a
degree, we may afterwards have recourse to money -rewards, but
STATE OF EDUCATION IN BENGAL
if we begin with the latter we cannot afterwards so easily dis-
continue them without abandoning the wdiole plan. We ma\
ascend from weaker to stronger motives, not descend from
stronger to weaker ones. It might be admissible, however, evoi
from the first to give, according to the price of grain in the dis-
trict, one, tw^o, or three annas per day to each approved teach oi
as travelling expenses and subsistenceimoney, — the amount or
the former to be determined by the nuhiber of days’ journey in
coming from and returning to his home, and that of the lather
by the number of days he remains in ailondance on the Examiner
The first reward I would hold out to teachers is the gift of
books. Each wdll receive a copy of the first book of the series
already described with an engagement to return it in six rnonilis,
and he will make it his own only by studying its contents, and
undergoing a thorough and satisfactory exaniination on tlx'
subject which it treats. This examination wall also entitle hin.
to receive a cof)y of Ihe second book of the series, at first or
loan and for use only, but ultimately to become his own proper!}
in the same way. Still furtlier the same examination will entitle
him to receive three, six, or tw^elve co])ies of the first book oi
the series for the use of his scholars, to be accounted for in the
manner liereafba* described That these books wall be received
not as mere compliments, but as substantial gifts equivalent to
money, is probable, because the use and possession of them will
both raise the (juaJifications of tlie teacluT and afford him
increased facilities for the instruction of his scholars in his own
increased knowdedge, for which he wall naturally demand and
receive increased compensation from their parents.
The next reward I w^ould propose to hold out would be one
tending to gratify the love of distinction, common to all and
strong in them. The names and designations of those who have
sustained the examination may be enrolled in a separate register,
transmitted to the Greneral Committee of Public Instruction, on
the approval and recommendation of that body published in the
official gazette, and on their appearance in the gazette proclaimed
by the order of the magistrate throughout the district as the names
and designations of persons constituting an approved class of
native vernacular teachers. A written certificate may also be given
to each, stating the extent of his qualifications and signed by tlie
President and Secretary of the Committee of Instruction, or a
STATE OF EDUCATION IN BENGAL
381
Sub-Comiriittee appointed for that purpose, and by the Examiner.
These distinctions will have a practical value also by raising the
approved teachers in the estimation of the native community,
and thereby increasing their emoluments.
Other rewards to be bestowed according to the progressive
qualifications of the teachers and scholars, such as eligibility to
a course of instruction in the Normal School of the district, to
a course of instruction in the. English Scdiool of the district and
ultimately to the j)ORsession of a permanent endowment, will
be. detailed hereafter.
Having with every necessary ex])lanati()n and (mcourage-
niont distributed books to all teachers of good character desirous
of receiving them, ihe Examiner will next i)roceed in the begin-
ning of the following month to some central point of some two
or three other thanas of the same district. There, accoi’ding to
])rcvious invitations and arrangements, he will meet the native
school-masters of those, thanas, and will go over j)recisely the
^ani(‘ ground witli them as in the })rec,(‘ding instance. Thence
lie will proceed in the beginning of the next month to another
set of thanas, so as to traverse the whole district in six months.
If the district contains twelve or a smaller number of thanas,
the arrangement may be made with one or two per month; if
iijore than twelve and not more than eighteen, with two or three
])er month; and if more than eighteen, an arrangement adapted
lo the peculiarity of the case may easily be devised. Jn
IMoorshedabad, which contains in all thirty-seven thanas, it will
be advisable to assign one Examiner to the city and another to
the district; and in like manner one to Calcutta and another to
the 24-Pergunnahs. If the district is too large to be traversed
b> the Examiner, with the requisite delays, in six months; or if
the book distributed is too large or too difficult to be mastered
by the teachers in the same period, a twelve month may be
nllowed. No good will arise from prematurely urging to com-
pletion any part of the process. The plan must be allowed to
Work into the minds of the native community and to obtain
i^'r a dually a firm place in their confidence.
I will now suppose that after the lapse of six or twelve
months the Examiner has returned to the point from which he
^et out, having in the previous month by a formal notice re-
minded the school-masters who had received books of their
882
STATE OF EDUCATION IN BENGAL
engagement to attend for examination. Distrust, indolence
sickness, death, will doubtless cause the absence of some.
Others who do attend will be badly prepared for examination,
and the best but indifferently. But under every discourage-
ment the plan should be steadily and kindly prosecuted, the
school- masters being treated as grown-up children, now needing
reproof and now encouragement. The Examiner will find that
he has much to learn from them as to the best modes of giving
effect to the intentions of Government. The style of the book
may be too high or too low; the matter of the book may be too
copious, or not sufficiently explanatory; the time allowed for
preparation may be too short, or unnecessarily long; the rewards
held out may require to be modified or extended. The attention
of the Examiner will be alHe to every circumstanee likely to
convey a useful hint and will place it on record for his own
guidance or for suggestion to his superior authority. Accord-
ing to the greater or less degree of zeal excited among the bod>
of school-masters will be the strictness or laxity of the examina-
tions. If the competition is general and active, the examination
will be searching and the rewards bestowed on those only who
have made themselves thoroughly competent. If the numb('r
of competitors is small and their efforts feeble, the examination
will be less strict, and the rewards bestowed on a lower standard
of excellence in order to encourage others to appear as candi
dates. As the plan gains ground throughout the country in
public confidence, the rewards will be gradually limited to the
highest standard of excellence, consisting in a perfect acquaint-
ance with the contents of the work forming the subject of exami
nation. When on these or similar princi})les the Examiner will
have completed the examination of the school-masters of two or
three thanas, he will proceed to the next set of thanas, and so
on until he has a second time completed the tour of the district -
At this period the Examiner should be required to make a. report
containing the results of his experience as to the working of Uic
plan, his opinion of its adantages or disadantagves, and the im-
provements of which it is susceptible. My expectation is that,
by these means judiciously employed in a given number of dis-
tricts, in a period at the farthest of two years, a body of school-
masters would be formed incomparably better instructed in what
they all at present profesB, more or less, to teach than any equal
STATE OP EDUCATION IN BENGAL
383
body of school-masters of the same class now to be found
throughout Bengal.
The preceding details contemplate the employment of the
brst volume only of the proposed series of school-books oontain-
i:t^ complete instruction in all the branches of a native verna-
cular education. I assume that this instruction must be at the
f )undation of all real improvement, for unless the people have
M competent knowledge of the forms of composition and accounts
ii.iiversally practised in native society, whatever else they may
taught, they cannot be deemed to have received a practical
education, and without that knowledge no native teacher should
recognized as qualified to act in such a ca])acity. If it should
be supposed that the great body of the people do not need and
cuunot be expected to acquire more than this amount of instruc-
tion, and that, therefore, we should be contented with it in their
I Catchers without seeking to carry them any further, the advant-
age will still bo great of carrying both teachers and people thus
far With the increased attainments of the teachers, and with
ihe respect and encouragement bestowed on them by Govern-
ment, there would be, it is believed, a gradual extension of
ristruciion to the people which, even within the limits of, the
isative system, in proportion as it became general would give the
I'oople greater protection against the impositions and exactions
to which their ignorance of letters often subjects them. Others
Jtiay be of opinion, as I am, that it is desirable and practicable
lo instruct the body of the people in the useful arts adapted to
their circumstances, in the moral and social duties of life, and
in a knowledge of the leading facts and principles belonging to
the physical ('onstitution of the world and to the history and
condition of their own and otlier countries; and for this puipose
their instructors must, in the first place, be rendered qualified.
Accordingly the second, third, and fourth volumes of the series
of school-books being prepared in succession, those school-
f. asters who have successfully passed through the first examina-
tion will receive a coi)y of the second volume of the series to be
the subject of examination the second year; and the third and
f ourth volumes will, in like manner, be distributed to the success-
bil candidates, respectively, of the second and third years until
all the volumes to which it may be deemed advisable to extend
the series are exhausted. Thus within a period of four years
884
STATE OF EDUCATION IN BENGAL
four different classes native teachers might be, and probably
would be, produced; for some would rest contented with the
distinction acquired by proficiency in the first volume; others
would stop at the second; a third class would be ambitious to
study the succeeding volume; and a fourth class would complete
the series ; no one receiving the fourth volume who had not been
satisfactorily examined on the third, nor the third who had not
been examined on the second, nor the ^econd who had not been
examined on the first. All would havb their names registered
as respectively belonging io the first, second, third, and fourth
classes of approved vernacular teachers; and there would thus
probably continue to be four classes of native teachers witli
various qualifications and atiainments corresponding to the
wants of the differeni^ classes and conditions of native society.
All that has yet been proposed, if carried fully into opera-
tion, will only have the effect of communicating to the body ol
teachers a superior degree and kind of instruction to that which
they now possess ; but it will have no direct, and little indirect,
effect in improving their ca])acity to convey that instruction ir
others. The capacity to acquire and the capacity to communi-
cate knowledge do not necessarily co-exist' in the same person
and are often found separate. The discipline and management
of native common schools are in general the worst that can In^
conceived, for they consist in the absence of almost all regular
discipline and management whatsoever; and as a teacher is only
half qualified for his duties who perfectly knows all that he is
expected or required to i.each, and who is ignorant of the most
approved modes of conveying instruction to others, it is indis-
pensable to devise means for communicating that description
of qualification to native teachers.
There are three modes in which this object may be less or
more perfectly attained, and three occasions on which each
mode respectively, may be usefully employed.
The first mode is by written directions verbally explained.
Every school-book prepared and distributed under the orders of
Government will contain well-digested practical directions, clear-
ly and simply expressed, for the guidance of teachers in the use
they are to make of it for the instruction of their scholars; and
the directions will be minutely and verbally explained by the
Examiner when he puts the book into their hands.
STATE OF EDUCATION IN BENGAL 385
The second mode is by practical example. In the periodical
examinations of teachers — and of their scholars too, according
to a part of the plan yet to be developed — such an arrange-
ment of details will be adopted as may present a fit example for
the imitation of the whole body of native teachers. According
to the plan, these examinations will probably occur once every
month in the same district and twice a year in the same part
of the district. It is, therefore, imf)orta.nt that such arrange-
ments should be made for these frequently recurring exhibitions
as will afford a lesson of simplicity, order, quiet, promptitude,
and general efficiency; and the attention of 2iative teachers
sliould be drawn to the mode of conducting them that tliey may
derive any practical hints which good sense and expei'ience may
enable them to ai)ply to iheir own institutions. The spirit of
these examinations also — the superior importance attached to
practical knowledge aJid moral excellence above inei'c form and
routine, intellectual display, or metaphysical subtilty — may be
i'(‘asonnbly expected to give some tone to the cliaracler and
instructions of the native teachers.
The third mode is by precept and example combined in
Normal ScUooIh. 1 am satisfied that the two modes previously
mentioned, although they may be partially beneficial, are in-
adequate, and that it is only by the third mode tluit teachers
can be thoroughly qualified for their imjiortant functions. They
have been suggested because no form or mode of useful influence
directly attainable should be neglected, and because, without
further experience, it may be feared that they are the only
inodes in which the majority of teachers will at present submit
to be guided on such a subject. The attempt, how^ever, should
be made to employ the most efficient means, and with that
view^ there should be a Normal School for teachers in eveiy dis-
trict in which the plan now proposed is introduced. For this
purpose, adhering to the principle of building on existing insti-
tutions, whether new’ or old, I propose to connect by friendly
relations the long-established vernacular schools of the counti7
with those which have been recently formed and are every year
increasing in number under the management of the General
Committee of Public Instruction. For some years the plan of
the Committee has been to establish an English school at the
head station of every district; and within the last two years,
886
STATE OF EDUCATION IN BENGAL
with the growing conviction of the importance of cultivating the
language of the people, a vernacular department has been
attached to each institution. The manner in which I would
link the English ischool with the established vernacular schools
will afterwards be shown* It is the vernacular department of
the English school that I would propose gradually to form and
mature into a Normal School for native : teachers, answering
every purpose which that department now does, and at the same
time affording both instruction and example to native teachers
in the art of teaching. The qualifications of the teachers
a])pointed to the vernacular department or Normal School should
be estimated and the whole discipline frairied with a distinct
view to this imi)ortant purpose.
I am not* prepared to speak with confidence of the extent
to which the instruction offered hi Normal Schools would be
sought by native teachers. In every district there are certain
months of the year — in different districts and in different years
the months vary — when it would be more convenient to the
teachers to attend than in other months. A general failure of
the crops of any season would have the effect of closing many
schools from the inability of parents to pay for their children s
schooling; and the failure of any particular crop in a district
would have a local and temporary effect of the same kind. On
such occasions many teachers would j)robably be glad to attend
the Normal School for regular practical instruction in their pro-
fession; while at other times when crops are abundant and
parents able to pay, they would be unwilling to relinquish the
profits, and we should not seek to draw them from the duties
of their vocation. The Noraial School, therefore, should be open
to native teachers throughout the year, and it should not sur-
prise or disappoint us if for months in succession, or even for a
whole year, none should appear to receive instruction. To sti-
mulate their attendance, two expedients may be legitimately
adopted. One is that all native teachers shall not be permitted
iiidiscriminately to attend the Normal School, but only those
who have evinced such industry and devotion to their profession
as shall have enabled them to pass successfully through at least
. one of the periodical examinations. It will thus be a favour, and
therefore an object of desire, or rather a reward bestowed on
merit, and therefore an object of ambition. It will probably
STATE OF EDUCATION IN BENGAL
887
li;tve the double effect of stimulating a greater number of
teachers to appear as candidates for examination and a greater
number of successful candidates to seek the advantages of ins-
truction in tlie Normal School. In other words, it will both be a
motive and an end ; an auxiliary to success, and in it-
self the -success which is sought. A second expedient
i- that those native teachers who attend the Normal
School shall be relieved from all anxiety respecting the means
of subsistence during the period of attendance. That period I
would limit to four successive years for each teacher and to
thi*ee months in each year, — the month to be reckoned not by
days or broken parts of months, but month by month, or entire
months, in order that the instruction may, for some time at
least, be continuous and systematic. The native teachers will
receive travelling expenses at the rate of one to three annas ])er
(lay, according to the price of grain in the district and according
(o the number of days’ journey in coming from and returning
to their homes, and subsistence-money at the same rate during
the period they remain in regular and diligent attendance at the
Normal School within the prescribed limits. The only object
for which I recommend this allowance is to remove^ a probable
objection against attendance at the Normal School by giving the
leacher who cannot afford the loss of his time and labour a bare
subsistence during the period of his absence from home; but
It is possible that the extreme poverty of many may cause it
to operate as a direct inducement Beyond these expedients,
T do not at present perceive that any others can be with ad-
vantage employed, however desirable and important, to obtain
the attendance of native teachers at a well -disciplined and well-
instructed Normal School.
Having gone thus far in the formation of a body of ap-
])roved vernacular teachers, and having obtained results upon
Ibe whole satisfactory during a trial of four years, I would
propose to take one step farther, with a view to connect thosa
teachers permanently with Government and the people, and
to secure their usefulness and responsibility to both. It must
be evident that the measures yet recommended are preparatory
in their nature and will be uncertain and fluctuating in their
effects. They will awaken increased attention to education.
JJUiong the natives, convince them of the desire of Government
388
STATE OF EDUCATION IN BENGAL
to promote it, and more or less elicit their co-operntion. They
will cfill into existence a better class of teachers and fit them
for the discharge of their duty to the community. But the
effect cannot be, and should not be expected to be permanent.
I have before expressed the opinion that, in the present torpid
state of the national mind in this country, an education of sti-
mulants is required; but the operation of stimulants is by their
very nature temporary, and they gradiip,lly cease to produce
the effects expected from them. Some i^eans, therefore, muNt
be sought to give a stable and enduring characier to the system
Wljat is to be desired is tliat, at the close of tlie course' of public
examinations and pedagogic instructions through which the
teachei’s may be required to pass, we may be able to place before
them some higher reward than any they have liitlierto obtained,
which will rouse them io further exertion, which when obtained
will satisf\ their ambition, and whi(*h -will also be accompanied
by sucli checks and guards as will secure their continued /eal,
activity, and usefulness. A small endowment of land to eacli
village school-master will answer this description- Such an en-
dowment will bo far more earnestly desired than even an
assignm('nt on the land revenue of (rovernment, both because
the latter is o])en to all manner of abuse, and because the for-
mer gives more consideration in native society, ft will give the
village school-master a resting-place and a permanent miums of
subsistence for life or during good behaviour, and will thus ja’O-
duce both contentment of mind and diligence in the discharge
of duty. Tt will fix his obligations, his interests, and his
pleasures in one locality, and thus surround him with the most
salutary influences derived from those to whom he will be con-
stantly responsible. Tt may be added that numerous authorities
may be adduced to show, if it were necessary, tliat under the
ancient Hindu village system this has been from time imme-
morial the mode of remunerating the village servants. On these
grounds ] propose that small endowments of land should be the
means employed to give permanence to the system of verna-
cular ischools, and I will now briefly mention the conditions
under which they should be granted and indicate some of the
sources from which they may be derived.
The school-masters entitled to claim this endowment shah
be those only who have successfully passed through the public
STATE OF education IN BENGAL
38 ^
find periodical examinations in the four school-books of the
series already described; who, during the period in which this
has been accomplished, shall have instructed six scholars per
annum in any one of those books in siicli a manner as to enable
them to pass through the examinations hereinafter to he pres-
cribed for scholars; who shall farther have ])assed through a
(’ourse of instruction in the Normal Rcdiool of the district with
approved characters and attainments; and who shall finally re-
ceive and produce the written testmoiiy and recommendation
of three-fourths of tlie landowners, tenants, and householders
of the villages to which they belong, or in which they propose
to settle, and in which the. endowment is to be situated. A
lower degree of qualification cannot be required with a view to
their future efficiency; and so high a degree of qualification
will, for some time, j)revent any considerable number of can-
didates for this reward from making their appearance, although
in prospect it will produce its effect even upon those who may
never reach the object of their ambition.
The endowment is to (*onsist of land belonging to the lands
of the village in which the incumbent is to exercise his voca-
tion, the quantity of land to be determined by the value per
bigha, and the total value not to exceed one-half of the ascer-
tained average annual income of a vernacular teacher in that
district. Thus the mean rate of payment to such a teaclier in
the city and district of Moorshedabad, as shown at page 250,
is rupees 4-12-9, or to allow for unascertaned sources of profit,
say, rupees 5 per month, or rupees 60 per annum. 1'he pro-
posed endowment in this case should be worth thirty rupees
yearly; and it might consist of thirty biglias of land worth one
ruf)ee per bigha, or fifteen worth two rupees, or ten worth
three rupees, or seven and a half worth four ru])ees, per bigha,
or of any greater or less number of bighas of one quality or of
different qualities of land, the entire value of which should not
exceed thirty rupees per annum. Tlie village school-master
would thus have one-half of his income secured to him in a form
that would in general admit of considerable improvement, and
in a form, too, the most gratifying to his self-respect and the
most conducive to the respect of the little community of which
he is a part; while he would have to look to that community
to supply the remaining moiety, either in fees or in perquisites..
390
STATE OF EDUCATION IN BENGAL
or in any other form which they might choose to adopt, as a
mode of remunerating him for the instruction of their children.
No endowment should be created, no trust should he
exercised without checks against mal-appropriation and mal-
administration. I, therefore, propose that all those land-
owners, tenants, and householders who have petitioned for
school-endowment and nominated and recommended a candidate
shall constitute a village-school association acting by a Com-
mittee under known regulations for thl^ inspection, superin-
tendence, and control of the village-school, the committee i '
he chosen by the general body of village -constituents and re
ported to the District Committee. When a vacancy occurs,
three-fourths of those who constitute the village association
shall have the power of nominating a successor, which nomina-
tion, accompanied by Ihe necessary proofs of the amount - i
support it has received, shall be reported to the District Con^-
mittee, and through that Committee confirmed by the General
Committee. The endowment will be held only for life or during
good behaviour, and on deprivation or death it will revert t •
the educational fund of the Slate until the appointment of i
successor. Deprivation will take place on complaint of ra*
less than one-fourth of the landowners, tenants, and house -
holders of the village, the sufficiency and validity of the com
plaint being ascertained by the actual investigation of an ame(‘>i
or agent deputed by the District Committee for the purpose, an^l
his decision being confirmed by that Committee after periisiia;
the recorded evidence of both parties Jind the report of the amec i
on the whole. To obtain the means of estimating the utilii’.
of every school compared with the actual wants of the vilhi;. ‘
population, and to keep up a general control and superin tcii
dence over the village-school association, and through tin ^
association over the village- school and school-master, a li^*^
of children above five and below fourteen years of
should be required every year or every half year from ih'
village association by the District Committee and transmitted ' -
the General Committee, together with a list of daily attendanc^^
at the school to be signed by the master and certified ever>
.month by the committee of the village association. It nia>-
perhaps, be proper to mention that when I speak here of '
village, I mean an Asli village with its attached Dakhili village^-
STATE OF EDUCATION IN BENGAL
391
together equivalent to an English parish or French commune.
The Asli village, as the name imports, is the original one from
which the others have sprung. The Dakhili villages, as the
name also imports, are those sub-divisions of the village-lands
which have been entered separately in the Revenue records,
although still belonging to the village and contained within its
boundaries. The Dakhili villages or hamlets are called various-
ly in different districts, para, chak, hhag, danga. dihi, dighi,
digha, khali, bati, ban*, ghat, ganj, kalpa, etc., with some
other name prefixed. They are generally inhabited, but some-
times merely denote a proprietary distinction of lands. The
Asli and Dakhili villages together usually contain from 1,090 to
1,500 inhabitants; and if, according to the calculation in page
823 founded on the population returns contained in Chapter 1.,
Section XIV, of this Report, we take the average number of
children between 14 and 5 to be about 20 per cent., it follows
that in such a cluster of villages and hamlets there will be
from two to three hundred children of the teachable age,
affording ample scope and remuneration for the labours of one
teacher. I hope also that it will appear to others, as it does
to me, that the village- community, wherever it can be brought
to act, is the proper authority for watching over the endow-
ment and enforcing its conditions. I am, indeed, by no means
sanguine that it will be easy to iTiduce the villagers to combine
and to act for such a purpose when and where we please, but
every facility and encouracfement t-o such associations should
be given, and the attempt should be steadily and unweariedly
prosecuted, for upon its success would depend an incalculable
amount of good to the country. Such associations, originally
formed for school-purposes and effectually contributing to
their accomplishment, would gradually and almost necessarily
grow into nucleA of public spirit and organs for its expression in
various ways and for various purposes; for the purposes of
municipal government, village police, local improvement, and
statistical knowledge. In time of danger from without, or
difficulty from within, they would be chains of posts intersect-
ing the country in all directions and affording ready and faith-
ful instruments of communication and co-operation. At the
present moment (April 2, 1888) in the absence of such instru-
ments how helpless both Government and the public feel
STATE OF EDUCATION IX BENGAL
themselves to be in their attempts to alleviate the frightful
famine which aliliots the Western Provinces, or even to know
the extent to which it exists in the interior parts of districts
remote from the dwellings of public functionahes and European
settlers !
Many of these details relating to (the administration of
village-school endowments will probably | require to be modified
in practice, but they are mentioned isiero that the various
bearings of the question may be better understood. I shall now
attempt briefly to indicate some of the principal sources from
each of which, to a greater or less extent, the means of estab-
lishing the proposed endowments may be gradually derived
The first source is the Khas Mahals of Government. In
the two ]»rovi7ices of Bengal and Behar, in which the land-
revenue is for the most part permanently settled and limited,
there are m every district, or in almost every district, estates
called b;\ the above name belonging in full and entire propriety
to Government. Government is the landlord, the sole and
exclusive owner of those estates, just as much as any nobleman
in England is of the estates which he has inherited free of debt
or entail from his ancestors. The farmers and cultivators of
those estate^ arc Government tenants with varying periods and
conditions of lease. The managers, who have to treat with
the tenants, are Government servants specially appointed for
the purpose. The entire net produce is the property of Govern-
ment, and Government is consequently subject to all the
liabilities and responsibilities attaching to a large and wealthy
landed proprietor. It is not necessary to advert here to the
inodes in which Government has come to retain or assume this
character in the settled provinces; nor does my information
enable me to state the number and extent of the estates so
held, although it is undoubted that they are considerable in
both respects, and it is believed that they are not distinguished
in any way from estates held by private proprietors for improved
inodes of management or cultivation, or for the superior
character and comforts of the cultivators. All that is requisite
to my present object is to bring distinctly into view the fact
that such estates exist, and to suggest that here, if anywhere,
a beginning may be made in the attempt to give a permanent
character by means of small endowments to an improved system
STATE OF EDUCATION IN BENGAL
39B
,)i village-schools. If the importance of the object is admitted,
I lie community will naturally look to Government to afford
proofs of its advantages on the Government estates and to set
an example of liberality. F am not sufficiently accpiainted with
mode in whlcli tFiosc estates are managed to point out the
\\ay in which sucli fin object may be most conveniently, econo-
mically, and efficiently fittained, but msiny friends of native
(■(iucation are coin])etent to furnish such information when it
>,[ijill be recpiired. The J*enewal of leases will afford an oppor-
( unity of setting a])art for this purpose^, a few bighas of the
Ijinds of each vilbage witli a deduction so inconsiderable from
ilu' nmt payfiblc by the fju’mer as to be scarc.ely jrerceived, and
lo be hereafter more tlnin compensated by tlie pecuniary as
well as moral benefits wbich an improved system of instruction
will bring in its train. WFiatever the mode adopted of carrying
it into eff(u*t, the principle 1 propose is that Government should
make it legally obligatory on itself to establish such endowment
in the villages of Khan e.slales, subject to all the provisions,
conditions, and limitations' before described. This may be
(lone not only with little cost to the State, but with great
administrative facility in consequence of the existence of a dis-
i'luct ehiss of public offi<iers who are charged with the manage-
nient of those estates.
After setting such an example, it is worthy of consideration
whether Government might, not only without difficulty or
offence, but with honour and credit to itself, look to the endowed
(‘stablishmeuts of the country for similar arrangements on their
♦'states, and enact that they shall be in like manner legally
obligatory under the i)rovisions aforesaid. The most irnpoikant
of these are rcHgioun establishments, with which no interference
for religious purposes can be justified. To prevent misappre-
liension, therefore, and to guide to the adoption of views likely
to obtain practical effect,- I shall quote here the opinions which
1 find expressed by the Bengal Government and by the Court
of Directors.
In a Revenue letter from Bengal on the affairs of Cuttack,
'bited the SOtli March, 1821, and contained in the Revenue and
■ludicial Selections, Vol. Ill, pp. 68-90, the Bengal Govern-
ment expresses its sentiments to the following effect: It
appears to us to be doubtful whether it be advisable for thfe
2&~1326B.
^94
STATE OF EDUCATION IN BENGAL
officers of Governmont to interfere to give effect to endowniem^
purely of a religious nature ; and we can scarcely consider it a
matter of public interest to prevent the appropriation by indi-
viduals (Musulrnan or layman) of rents designed to support i]k
servants of a Hindu temple or idol- The right of Govermnoiit
to do so is undoubted. In some cases where useful objects uyv
combined with j^urposes of religioni the exercise of the ]Knu'
may be a public duty ; and if any class or community intcrostt i]
in maintaining an endowment shall', complain of the misappri,
I)riation, it is, of course, our duty bo see that the wrong dont
is redressed, though the ground of complaint may be foundp.l
on prejudice and superstition. Parther than this we arc Jilt],
disposed to go, for the inisap])roj)riaiionR, though abusive, ap
pear to us, in regard to most of the institutions in question m
be of rather good than ill consequence to the ])ublic, and (li*
nature of the instruction is such that it is always difficadi lo'
an European officer to touch without injuring them.” — ]> li*.
paragraphs 99 — 101.
The Court of Directors in a Revenue letter to the Bcnga
Government, dated 10th December, 1823, in reply to the pre
ceding paragraphs, thus writes — “ We concur in most of iht
sentiments which you have expressed upon this subject. When
alienated by a competent authority, you doubt if they (land?
held free for the support of religious institutions) “ could be
resumed for the purposes of Government, even though the
revenue of them should be found to be misapplied. We think,
however, that you may justly make an cxcej)tion where fot
feiture has been legally incurred by neglect of the condition ni'
which the grant was made. In other cases we agree with
that it can scarcely be regarded as a matter of public interest tn
interfere. ‘ The misappropriations,’ you say, ‘ though abusive,
appear to you, and we doubt not justly, ‘ in regard to mosl
the institutions in question, to be rather of good than ill c()nse
quence to the public. ’ One thing, however, in such cases >
always worthy of attention, and that is, the inquiry whether tn
objects of little or no utility which thus may have an expcntli
ture devoted to them, might not be annexed other objects realll'
beneficial; whether good institutions of education, for example
might not be combined with the services performed to an idel
and even in some caises whether the useful objects might
STATE OP EDDCATION IN BENGAL
895
.juietly and without offence be substituted for the useless. It
Mils highly proper that you should issue orders for an accurate
,K-count of the extent and nature of the lands thus appropriated
When that IS before you (and we desire its communication to
ns), It will be more perfectly seen in what way any endeavour
ran he made to derive from such a fund some general advani-
(Kje. Selections, Voh 111, p, 96, paragraphs 33, 34.
Again, the Court in a Revenue Jetter to the Madras Govem-
jiient, dated 29th September, 1824, after referring to various
ie(*iOrded proceedings of the Local Government relating to the
temples of the natives and the control exercised, or proper to be
exercised, by Government, remarks— ‘‘ The questions cormecterl
NMth this subject are both delicate and iin])ortaiit : but we are
sorry to perceive from the documents liefore us that so little
ol order lias hitherto been established, and tliat the proceedings
ol Government have been so little regulated by any settled
piinciple. The difficulty is how to interhu-e so as io prevent the
misapplication of the funds to miscfiievous jnirposes, without
»'xc,itmg the religious jealousies of the ])eople. Jhit yet we doubt
not that a lino of conduct may be drawn, by which, without
infringing on religious liberty, or interfering with the most
jealous scruples of the people, not only evil where it exists may
b( avoided, but something useful, especially in the shape of
‘inncATioN, may be connected with the expenditure of the revc-
*nies, often very large, of the native I cm pies /'—Selections,
I ol. Ill, p. 596, para. 7.
It is probable from these extracts that any measure which
^'ould have the effect of peaceably drawing forth the resources
of these religious establishments, to however limited an extent,
foi the promotion of education, would receive the sanction of the
Honorable Court. Government and the people have strong
olaims upon them for strenuous co-operation in prosecuting such
an object, provided always that nothing shall be mixed up with
object inconsistent with their character as religious institutions.
Jhe wealthy religious communities, for example, at Kali Ohat
in the neighbourhood of Calcutta, at Deoghur in Beerbhoom, at
and Bauddha Gaya in South Behar, are bound as such, in
return for the perfect religious freedom they enjoy, and even in
some instances for the peculiar privileges they possess, to be
fellow-workers with Government in providing for the better
396
STATE OF EDUCATION IN BENGAL
instruction of the people — an abject which is not only good in
itself, but which is specially incumbent on them as religious
communities for the maintenance and improvement of thfU
social order under which they live, and of whicli religion, iis
institutions, and its ministers are the proiier securities and
guards. It niattei-s not \\]](‘.ther such an obligation would at first
be admitted; if it exists, it belongs to (Tovcrnment to make il
be heard, felt, and recognized. Tlie .voice of the GovcrnnKMii
in such a matter would be responded \to by tliat of the peo})k^
whose claims on tliese religious bodies arc no less strong. Tlit‘\
have derived all their accumulated wealth from the offerings of
tlie people, they profess to exist for tlie benefit of tht
people and the people from tlie depths of their poverty
and ignorant'c, have a right to look to the spiritual
guides wlioiii they have enriched and raised above theiu-
selves for something more than empty forms and cere-
monies, some practical knowledge, and moral instruction.
Such an objecl, however, must be sought not only " without
infringing on religious liberty ” but also witliout “ interfering
with the most jealous scruples of the people.” All fears on this
head must be removed by the terms of the suggestion 1 have
offered, according to which a requisition of three-fourths of the
householders, etc., of a village is necessary to create the legal
obligation on they proprietor of the estate k> establish the proposed
endowment of a village school -master. I have no means of
ascertaining with accuracy the extent of landed property belong-
ing to those I’eligious establishments, but according to common
leport it is considerable. In Beerbhoom it vv^as stated to me that
the priesthood of Deogh ur possesses esiati's not only at DeogJrur.
Sarhaiit, and Giddari in that district, but also in the districts
of Bhaugulpore^ Patna^ Tirhooty Moorshedabad, and Durdwan,
and even in Nepal, a foreign country. I would apply the
principle, not only to the landed estates of Hindu temples, but
also to those of public endowed institutions wherever they are
to be found, whether Hindu or Buddhist, Mohammadan, or
Christian. The Mohammadan institution at Kuabeh Dagha in
Bajshahi has 42 villages, in each of which a vernacular school
might thus be established. The Calcutta Madrassa is reputed k
possess landed property. At Bohar and Chaughariya in the
Burdwan district, and at Durhhanga in Tirhoot, there
STATE OF EDUCATION IN BENGAL
397
Mohammadan institutions largely endowed. Serampore College
lias an estate in the Sunderbuns ; and there may be other endowed
(^.hristian institutions, Protestant, Catholic, Armenian, Greek,
possessing similar property in the Mofussil. If any, then all
without exception should be required by law under similar
circumstances to aid Government in its endeavours to extend
instruction to those classes whose labour gives value to the entire
property of the country, and whose improvement will be its best
srif e-guard and protection. ,
Another source from which such endowineiits may be antici-
pated is the voluntary contributions of wealthy zemindars^
whether called forth by a sincere desire to benefit their dependent
countrymen, or by the prospect of those honours and distinciiorifc
which Government can bestow, or by a combination of both
motives Who can doubt that w'licn Government shall engage
with earnestness and on a large scale in the work of instructing
tlic people, the exnmple will light up into a flame many a
gc'uerous feeling which would otherwise be smouldering in its
native seat, unseen and unknown, unblessing and unblest? f
will not attempt to enumerate the benefactions that within iny
own recollection during the last twenty years have flowed from
the liberality of native gentlemen. ,Koads have been constructed,
bridges built, and other public works executed. They are at this
moment joining heart and hand with the European community
for the relief of the western provinces; they have established at
tlieir own expense and in some instances teach by their own
labour English schools for the intellectual advancement of their
countrymen; and they have from time to time placed large sums
at the disposal of the Committee of Public Instruction for the
object of that body. No one can regret that their public spirit
and philanthropy have taken these directions, but the greatest
triumphs of native benevolence remain yet to he achieved in
raising the body of their countrymen from the debasement of
slaves and serfs to the knowledge ^ the self-respect, and the self-
dependence of free men, and all that has been yet accomplished
is only a pledge of what the native gentry can do, what they are
ready to do, and what they will do, when the path is pointed out
to them and the lead is taken by Government in the adoption
of measures for the general education of the people. In the dis-
tribution of civil honours to those who deserve well of Govern-
898
STATE OP EDUCATION IN BENGAL
ment and of society, let special regard be had to all who shall
make adequate provision for the education of the ryots on tlioii-
estates, and a rich harvest of good to the country may be expecterl
to spring up. I do not anticipate the want of endowments for
school -masters so much as of qualified school -masters to take
possession of the endowments which intelligent and wealthy
zemindars will be found prepared to ireate for them.
There are numerous small landed temures throughout the
('oiintry, neither included in tlie Khas; Mahals of Grovenimeiil ,
nor in the estates of endo’wed establishments, nor in the lar^a^
zcrnindaries, but which constitute in the aggregate a ver^^ large
pj’oportion of the landed property of the country. They arc. l(ji
the most part, owned by those, who, in revenue language, ar.'
called dependent and independent talookdars, i.c., small landed
[rroprietors who pay the revenue due from them to Governmen'
d('pendently or through a large })roprietor, and those who ])a\
it independently or direct to the officers of Government withriui
the intervention of any other party. Most of these small
]n‘oprietors arc probably unable without inconvenience to endow
a scfiool-master in each village at their own sole expense, but
they would, in a majority of instances, be found both able and
willing to contribute their aid tow^ards such an objectr, and sonn'
means must be devised for drawing it forth, some channel formed
through which it may flow. What is wanting on their part must
be supplied by (jovernrnent, and therefore some limit must l»i‘
fixed to ascertain those who will be entitled to the assistance
which it is proposed that Government sliould bcstow^ For the
sake of illustration, without pretending to be able to judge wdiai
the precise limit ought to be, I will suppose that those only wdio
pay less than Itupees 1,000 per annum of land revenue to Go\-
ernment will receive the advantage, while all above that standard
W'ill be held competent to provide for the instruction of their
ryots from their own unaided resources. Having fixed this, or
any other standard, it is proposed that any one talookdar, deiieii-
dent or independent, paying revtmiie under the standard, or an\
number of talookdars, putneedars, etc., in Bengal, or of villajic
zemindars, maliks, etc., in Behar, who shall establish a villai^o-
school endowment with the prescribed guarantees, shall
entitled to claim from Government a remission of one-half oj
the annual revenue due on account of the land so endowed,
STATE OF EDUCATION IN BENGAL *^90
)eing always understood that the net produce of the total quantity
of laud endowed shall be equivalent to one-half only of the
;ivevago income of village school-masters in the district in ^\hich
the village is situated. Thusi if rupees 60 per annum is the
.iveragc income, one-half of that sum will continue to be provided
\>\ fees and perquisites, and one-half wdll be provided by endow'-
7 ]iont. Of the latter, one moiety will consist of revenue remitted
1)\ Government to the extent of rupees lo f)er annum, and the
other moiety only will be contributed by the small proprietors.
J nm assured by intelligent natives that this remission of revenue
would prove a powerful stimulus to the small ])roprictors, and
wnidd inspire them with confidence in the intentions of the
rtovernment and affection from those who administer it. There
various modifications under which this arrangement may take
rffi'ct, but- it is not necessary to my present y)urpose to do more
ilian indicate the general principle.
All these resources, eveji if tliey succ(‘(‘d to a great extent,
may .‘ilso fail in numerous instances from the apathy, the ignor-
:iuce, and the poverty of those most interested; but there will still
remain means at the command of (Tovernment wliich cannot be
applied to a more legitimate purpose
Firni . — A sum of one hundred thousand nipt^.cs is by Act of
the, Imperial Parliament devoted to the encouragement of learn-
liig ill British India, but I am not aware that, any poidion of this
i^nrn lias hitherto been employed in the education of the poor
liirough the medium of their own language. Can it be applied
te a more needful or a fitter purpose? Half the amount would
annually purchase 160 endowments for qualified village school-
uiMstors, each worth rupees 30 per annum and liought at 10 years"
pni'eliase.
Second . — Considerable sums of money have, from time to
^iine, been placed by wealthy natives at the disposal of Govern-
ment for the general purposes of public improvement or of public
nistruction without any more specific appropriation; and there
can be little doubt that similar sums will continue to be bestowed,
-^lay it not be hoped that the sums whicli bavi^ lieen or may be
received in this way will henceforth obtain, in whole or in part* a
destination suited to the most urgent wants of the country and be
applied to the instruction of the poor and ignorant, those who are
too ignorant to understand the evils of ignorance, and too poor,,
400
STATE OF EDUCATION IN BENGAL
even if they did, to be able to remove the cause that produces
them?
Third . — ^Instructions have been issued to the officers engaged
in the prosecution of the measures for the resumption of lakhiraj
tenures liable to assessment to report every case that may come
under their cognizance in which lands or money have been
granted for purposes connected with ccha-ation, wdiether falling
under the operation of the resumption law^s or not. What the
(‘ffect of these instructions whidi were issued in September, 183(i
may fiave been, or may yet be, T have nol. had the means of
ascertaining except in one ilistrict, tliat of SoTith Tlehar, where,
according to a statement fiirnisJied by Mr. lleid, tlie Jleputy
Collector, under date tlio 30th damiarv, 1837, the number of
endowments ap})ear to be considerable granted for the joint
benefit of fakeers, poor travellers, atid tichoJara, but now almost
all alleged to be converted to the private uses of the heirs oi
the grantees or tlicir assigns. The same state of things will
probably be found to exist in oi-her dislri(tts. In what instances
or to what extent these endowmients may now be. deoTned appli
cable to the f)urpos(^s of vilhig(‘ ediK'ation it is not for me to
judge; but, if found legitimately applicable^, tlio benefit would
be great. Seven tenures of tliis description, of wdiich the details
are contained in the statement above memtioned, include an
area of 4,539 bighas which, at the low average rate of one rupee
per bigha, would afford the meajis of cstablisliing in one district
151 such village-school endowments as 1 have proposed. A
remark reported to me in that district as made by a person whose
lakhiraj tenure had been assessed under the resumption laws
may help to show the way in which the subject would be regarded
by the people. He lamented the loss of property he had sus-
tained, and added that even in tliis loss there would have been
some remaining ground of satisfaction, if the amount of assess-
ment, instead of being absorbed into the general revenue of the
country, had been devoted to the purposes of education to which,
in part at least, it had been hitherto applied. I must add, how-
ever, that the education which this person had probably in view
was not vernacular, but Persian and Arabic education.
Fourth.— li all other resources fail, there is still, one left,
the general revenue of the country on which the poor and the
ignorant have a primary claim, — a claim which is second to no
STATE OF EDUCATION IN BENGAL
401
other whatsoever, for from whence is that revenue derived^ but
from the hones and the sinews, the toil and sweat of those whose
cause I am pleading? Shall £10,000 continue to be the soh*
permanent appropriation from a revenue of more than twenty
millions sterling; for the education of nearly a hundred millions
of people?
By these means, and from those sources, I propose to qualify
a body of vernacular teachers, to raise their character and provide
for th(ar support, and to give a gradual, a permanent, and a
genera] establishment to a system of common schools. Without
competcuit instructors all efforts at educational improvement
must be futile, and I hav^e, i.lioreforc, directed my principfd
attention in all that has yet bc(m advanced to the means of
making and kee])ing them eflicient. With this view, according
to the plan now sketched, teachers will not only be taught, bin
provision will lie made for their subsistence. They will feel
that, to the extent of at least one-half of an average income,
they are dei)tmdent during good behaviour on Government, — the
common trustee of all the endowments that may be created for
this purpose; and to the extent of the remaining half upon the
degree of rej)ute and acce])tance they enjoy in the village corre
rnunitios to which they attach themselves. The recommenda-
tion of thost^ communities will be essential to the enjoyment
even of the former moiety, and their well-founded complaints
should bo sufficient to ensure deprivation. If, as 1 anticipate,
the co-operation of the village communities in this object shall
have the effect in time of eliciting public spirit and awakening
and directing proper domestic and social feeling, the appointment
and displacing of teachers should be vested in them, and ulti-
mately the power of imposing a common rate upon all house-
holders in substitution of unequal and uncertain school fees and
perquisites In fine, I look to these village communities, if
wisely estimated and treated by Govemment, as the germs from
which the real prosperity of the country must spring, local and
municipal improvement and efficient district and provincial
administration.
If I were to stop here, and to obtain the sanction of Govern-
ment and the co-operation of the native community to accom-
plish the views now propounded, I should hope that a sure
foundation would thus be laid for a national system of education.
402
STATE OF EDUCATION IN BENGAL
but something else may be done to facilitate the operation of the
plan, to extend the improved instruction, and to stimulate and
aid the teachers in the interval before they can become eligible
to hold a village -school endowment. That interval will probably
extend to a period of four years which will be occupied in
acquiring a knowledge of the scries of school-books, and in pass-
ing through a course of normal instruction. But the vernacular
school-masters are poor men, .and they must teach as well as
learn, nor will thev learn the less successfully because their
circumstances (*nmpej them to make immediate use from year
to year of the. lU'W knowledge they acquire. What is proposed,
1 hen, is to devise some means of assisting and encouraging them
m the exercis(‘ of tludr profession, — some means not merely of
improving their qualifications but of exhuiding the utility of the
mstrumorits thus obtained and fashioned.
h'or this purpose 1 must revert to th(‘ point at whicli it was
assumed that, on lht‘ occasion of Ihe first periodical examination,
a body of native teachers had established their cornpcl.ency in the
first book which had been put into their bands six months before,
and had received the second volume of the series of scliool-books
in which they were invited to qualify themselves still further.
1 have proposed also on the same occasion to give to each
approved teacher on loan and for the use of his. scholars from
throe to twelve co[)ies of the first book of the scries, with the
engagement on his part to produce six months thereafter from
three to twelve [iiipils, according to the number of copies,
thoroughly instructed in its contents and capable of standing a
s.earching examination similar to tliat through vvhie.h the teacher
himself has passed The inducements to accept and employ
these copies are various. Firsi. tlicy are offered on loan, not to
the scholars, but to tlic teacher who may sell the use of tlie
books, as well as his own instruction to the scholars or their
jiarents, and thus increase his emoluments. Second, they will
become the absolute property of the teacher for future similar-
use only b\ pri'ducing an equal number of instructed scholars.
Third, fhe teacher will receive a corresponding number of copies
of the second book of the series on loan and for the use of
scholars, only if he shall be found to have made a proper use of
those copies of the first received for the same purpose. Fourth,
one of the qhalificalions for an endowment is that the teacher
STATE OF EDUCATION IN BENGAL
4oa
shall have instructed six scholars per annum in some one of the
liooks of the series in such a manner as shall enable them to
sustain an examination; and to strengthen this inducement and
insure justice, the name, age, and caste of the teacher whose
scholars have passed, their and his place of residence, the book
in which they have qualified themselves and the date of their
examination should be recorded. Fifth, a strong additional
motive might be j^i'^^sented to the teacher by offering him one
rupee for every instructed scholar produced not exceeding six
or tvrelve; but, for the reasons alre.ady assigned* I would, if
possible, avoid money-payments. Sixth, the scholars will be
attracted to the study of the book by tlie higher price which
ijheir parents will have to pay for their insiruction, by ihe
curiosity and pleasure which new and useful knowledge will
inspire, and by the love of display which a public examination
will gratify. An honourable ambition may be still further
gratified by the formal registry of their names, dosignaf i(ui. and
places of residence, as those of a]q)roved students of the 1st,
ilnd, 3rd, or 4th class, according to ibe number of ihe series in
which they have becui examined; and, on grounds to he imme-
diately (‘xplained, by making ihe 4i'h class eligible to a course*
of instruction in the English School of the district.
At. the second periodical examination those' teachers wliO'
jjad, in wdu)lc or in part, fulfilled the purpose for which the
hooks were given would produce their pupils for examination.
To give the examiner time, it may perliaps appear to be desir-
able that not more than six pupils of one teacher should be pro-
nounced qualified; but if one or more of the six produced shall
not stand the examination, he may be permitted to bring forward
t)ne or more to the extent of six to be substituted for them.
By this means not more than twelve scholars of the same teacher
can be examined at the same time, and not more than six of
i-hose twelve can be finally approved. If the number who shall
successfully pass through the examination be less than six, for
ihe actual number only should the teacher receive credit. If the
number of the scholars and the competition of the teachers should
be great, only the highest qualifications of the scholars should
be recognized. If ihe number is small, and the competition
feeble, a lower standard of qualification must be admitted; and,
according to the discretion of the Examiner, some consideration
404
STATE OF EDUCATION IN BENGAL
should be shown for those teachers who appear to have bestowed
a great deal of labour upon their scholars without any ver\
successful result.
At the next and subsequent examinations the same course
vN’iJl be pursued as at the fori»ier with such modifications
increasing experience will suggest and the nature of the texl -hooh
forming the subject of examination may ' require. If the plan
should go into full oiieration there will ultimately be as man}
classes of teachers and as many classes of scholars to be examined
at one time as tlu're are kinds of books distributed, and in this
state oi tilings ilu^ J^jxaminers will enj()\ no sinecure. But tht>
number ol teaeluas lUM'essaix in a dislricl will soon bo filled up.
and gradually the class of teacdiers will come to be composed of
those who have alri'ady, as scholars, passed througli the reqnisitt
exainiiiatiions, and whose claim on this ground to be recognized
as aj)provo(l ti'ac-hcrs may bi‘ at once di'eided by a referema^ to
tJie hkxaminer’s <'\vn recoixls The old race of school -in asters
will thus graduallx pass away, and he suceeeded by a race trained
from th(' h(»ginniiig under the operation of the new system li
will thus haj)[)cn that b\ the o[>tTation of the system itself tlu'
oxpenditiu’e on account of it. will be lessened, and its efficicmcv
at the same time' increased, leaving the whole of the funds to b*
applied to tlie extension and consolidation of the plan by can*} -
mg it into new districts or jwovinces, by increasing the number
of scholars in the same districts or provinces, by enlargim
generally the course of instniction, or by establishing moif
numerous or more ample endownjcnts until the various classes
and grades ot native society shall know all that it is important
to their own welfare and to the prosperity and good ordei- oi
society that they should be taught.
The general effect of this training upon the face of societ} .
jf steadily pursued, will be to increa-se intelligence, enterprise,
and morality, to make the people better acquainted with their
own interests and with t)he legitimate means of protecting and
promoting them, and I confidently believe and hope to attach
them by gratitude and affection to the European rulers of the
<*ountry as their real friends and benefactoi's. It is not, however,
to be denied that such a system of popular instruction will, in
the higher order of minds, excite more ambitious aspirations than
it can gratify, — aspirations which, if not gratified, may ferment
STATE OF EDUCATION IN BENGAL
405
into discontent or degenerate into crime. To maximize the
certain good and to minimize the possible evil, an opening must
be made out of the naiTow circle of a native education into the
wider scope for talent and for ambition afforded by an English
education. In the present circumstances of the country the
knowledge of English is for the native aspirant the grand road to
distinction; and its attainment opens to him the prospect of
office, wealth, and influence. To draw, therefore, the best and
noblest spirits into close and friendly communication with our-
selves, and to employ them for the greatest good of the country,
I propose that those scholars who shall successfully pass through
an examination in the liighest vernacular class book shall receive
a special certificate declaring them entitle^d, whenever vacancy
may occuri to receive admission into the English school of the
district. The first effect of this will be to improve the working
f)f the native part of the system by stimulating the vernacular
scholars to zeal and industry, since a course of native instruction
must be completed before eligibility to the English school can
be recognized. The second effect will be to improve the working
of the English part of the system by furnishing a constant and
abundant supply of candidates whose minds have at an early age
been expanded by a liberal course of native instruction; whereas
at present much of the attention of English teachers in district
schools is frittered away in teaching the mere elements of the
English language to children who are uninstructed in their own
mother-tongue.
In suggesting this plan of vernacular instruction, my chief
hope is not to obtain an unqualified assent to my views and
recommendations, but to rescue the subject from mere generali-
ties and to present something definite and tangible to Govern-
ment and the public, either to approve or disapprove, to adopt,
to alter, or to reject. I am far from supposing that the plan is
liable to no objections, will be attended with no difficulties, and
will require no modifications.
The grand and primary objection is one that would apply to
all projects whatsoever of a similar tendency, vis.^ the dangerous
oonaequence to our power in this country from imparting instruc-
tion to the natives. This objection cannot be better answered
than in the words of Sir Charles Metcalfe contained in his report
on the revenue of the territory of Delhi, dated 4th September,
4(H) STATE OF EDUCATION IN BENGAL
1816. After describing and rocommonding a particular system
of revenue settlements, which would have the effect of improving
the condition of the village zemindars and conferring benefits on
them not enjoyed by the cultivators living under former or present
native Governments, lie adds — “ It is, perhaps, impossible to
foresee all the remote effects of such a system, and there may be
those who would argue ihat it is injudicious to establish such a
system which, by exciting a free and independent character, may
possibly lead, at a future period, to dangerous consequences,
'riiere does not appear to be suth(*itmt reason to apprehend am
evil consequences, even at a remote period, from the introduction
of this system. Tt rather seenif^ that the establishment of such
advjmtages for the bulk of our subjc'cts ought to attach them to
the Government which confers the benefit. But even supposing
tlie remote possibility of th(‘ evil consequences which may be
ajiprehended, that would not be a sufficient reason for withholding
any advantages from our subjects. Similar objections have been
urged against our attempting to promote the education of our
native subjects, but how unworthy it would be of a liberal
Government to give weight to such objections ! The world is
governed by an irresistible power which giveth and taketh away
dominion, and vain would be the impotent prudence of man
jigainst the operations of its almighty influence. All that rulers
can do is to merit dominion by promoting the happiness of those
under them. If we perform our duty in this respect, the grati-
tude of India, and the admiration of the world, will accompany
our name through all ages, whatever may be the revolutions of
futurity; but if we withhold blessings from our subjects, from a
selfish apprehension of possible, danger at a remote period, we
shall not deserve to keep our dominion, we shall merit that
reverse wdiich time has possibly in store for us, and shall fall with
the mingled, hatred, and contempt, hisses and execrations of
mankind. These remarks are offered in reply to objections which
may be, and have been, urged against our conferring on our
Indian subjects the blessings of independence and education.
My own opinion is that the more blessings we confer on them,
the better hold we shall have on their affections, and in conse-
quence the greater strength and duration to our empire. It is
for the wisdom of Government to decide whether this expecta-
tion is visionary or founded on reason.*’
STATK OF EDUCATION IN BENGAL
407
May these burning words produce their full effect until nol
Englishman shall l)e found in India or out of India who will
not be anxious to acknowledge that it is equally the duty and
the interest of the British Govermnent to improve and instruct
its native subjects ! The political power wliich rests on the
affections of its subjects may be likened to the “ wise man who
built his house upon a rock, and the rain descended, and the
streams came, and the winds blew, and beat upon that house,
and it fell not, for it was foundt‘d on a rock.” The political
power which rests on the ignorance of its subjects may be likened
to the ‘‘ foolish man wlio built his house on the sand, and the
rains descended, and the streams came, and the winds blew,
and beat upon that house, and it fell, and the fall of it was
great.
The next objection may he held to apply to the expense oj
the plan^ and on this topic various considerations may be sug-
gested. It would be very satisfactory to me if I could state
within what precise limits the expense will be confined; but it
must be evident that in a country so vast and populous, where
so very little has been done, and where so much remains to be
accomplished, w^here so much must be hoped; and so little may
be obtained from the co-operation of the native community, any
such estimate would be deceptive. One thing, however, is
certain that, if this or any similar plan is adopted, Government
must lay its account with incurring first a small, then a gradually
increasing, and ultimately a considerable, expenditure for the
purpose, since it is, in fact, the creation of a new department
of administration to be in time* extended (jver the whole country .
Another thing next to certain is that, in proportion as the plan
is extended, it will have a direct effect in advancing the pros-
perity of the country, and an indirect effect in lessening the
expense of governing it. But although it is impossible to know
at present the cost of the plan when it sliall be in full operation,
yet 1 find it equally impossible to conceive any plan that shall
afford a reasonable prospect of effecting so much good with so
small an expenditure of means; for in any given district, by
means of an educational survey, the appointment of an Examiner,
and the distribution of a few books, it proposes to call forth and
set at work an infinite complication of hopes and fears, desires,
ambitions and activities on the part of parents, teachers, and
408
STATE OF EDUCATION IN BENGAL
scholars, all aiming at the same object and tending to the same
end, — the giving and receiving of instruction. Let us endeavour,
however, without pretending to strict accuracy, to ascertain the
(iost of the experiment continued in a single district during a
period of four years, and for this purpose we must look at every
item of expense separately.
The first item will consist of the Examin(a*’s s’alary and allow-.,
anees. [ propose that for tlu* first four years lie shall have
salary of 1(X) rupees per month, and an allowance of 50 rupees
per month for establishment, stationery, and travelling expenses.
This will be an expenchlure of 1,800 rii])eos per annum
The second item of exiiense will occasioned by the
survey of the districi, to be conducted under the directioh of
the Examiner. T wall suppose that the district contains eightefen
thanas; that a census both of the population and of schools is to
be extended over the whole district.; that, five tvaqifkars will be
requisite for each thana; that each waqifkar will receive tep
rupees per month, including salary and allowances of every kind ;
and that the survt^y will occupy three moTiths. The total expen-
diture will bo 2,700 rupees, but as the benefit of the survey will
be diffused over the whole period of four years, this is equivalerj
to an expenditure of 075 rupees per annum.
The third item of expense is that of books. I have no
means of judging what the cost of j)reparation will be, and I can
but conjecture what will he the cost of printing since the books
are not yet. written. Tn gross, liowcver, let us suppose that the
total cost to Oovernmenl will be covered by two rupees ^per
copy; and even this probably will be found in excess of the ulti-
mate cost, if Government retain the copyright and stereotype
the works. Suppose, further, that twenty-five teachers Ivill
appear as successful candidates in each thana, or four hundred
and fifty in the whole district, and that each will receive one book
for himself and six for his scholars in the year. That number
will cost Government 6,300 rupees per annum.
A fourth item of expense may be found in the advantage of
having an Inspector for the number of districts included in a
division to aid, advise, direct, and control the Examiners, and
to see generally that nothing is wanting to give efficiency to ^
plan. 1 would propose to give this officer a salary of 400 rupees
per month, and 100 rupees per month for establishment,
STATE OF education IN BENGAL
409
stationery, and travelling expenses. This will amount to 6,000
rupees per anrnnn for a division, and assuming that the division
contains five districts, it will be equivalent to 1,200 rupees per
annum for each district-
The total expenditure for one district will thus be 9,975
rupees per annum, or 831 rupees per month, and for a division
containing five districts 4,155 rupees per month, a sum less than
many European servants of Government derive individually
from the public revenue; and yet with this small sum — small in
comparison of the good to he effected — might a foundation be
laid for infusing fresh, moral, and intellectual life into seven or
eight millions of an impoverished, debased, and neglected popu-
lation.
Exclusive of fundamental objections to the principle, or the
cost of the measure, practical difficulties may arise, some of
which perhaps I do not now anticipate. Difficulty, for instance,
may be experienced in consequence of the proposed exclusive
employmcriL of native agency which may convey the in)pression
to the native community that the object is one in which Govern-
ment feels little interested, and unless means are employed to
counteract such an impression, it may paralyse every exertion
that the Inspector and Examiners may make. One means that
may be suggested would be the publication, in some authentic
form, of the sentiments and intentions of Government and of its
expectations of native co-operation, embodied in a resolution,
declaration, or address which would receive general circulation
in all the Englisli and native new’^spapers. The names and ap-
pr)intments of the Inspectors and Examiners should be published
in the Gazette, giving them an official status of respectability.
The Commissioner of the Division and the Magistrate of the dis-
trict should be instructed to give them support and countenance
in every legitimate way, as was before suggested; and, in like
manner, the proposed publication in the Gazette, of the results
of the periodical examinations, would have a beneficial effect.
A practical danger to which the efficiency of the measure
may be exposed will arise from the want of a vigilant, promi)t
and efficient superintendence exorcised over the Examiners.
To suj)ply such a superintendence I have proposed the appoint-
fnent of an Inspector for all the districts of a division. His duty
would be generally to give efficiency to the plan, to counsel and.
29— 1326B.
410
STATE OF EDUCATION IN BENGAL
guide the Examiners, to receive and transmit their reports with
his own observations, and the instructions of the General Com-
mittee for their guidance, and further to aid Collectors of Khas
rnehals, zemindars on their estates, and talookdars, maliks, and
ryots in villages in organizing the proposed village -institutions
\A'ith the endowments for their permanent support. The Inspec-
tors and Examiners will be placed uniljer the authority of the
General Committee of Public Instruction. As the mainspring of
the whole machinery will be found in this body, I trust that my
anxiety for the success of a measure from which, if adopted,
much good may arise, will not be interpreted in a sense disres-
pectful to the Committee, through which this report is forwarded
to Government, if I add that its constitution docs not appear
adapted to a pur])ose which was not contemplated when it was
originally formed and since remodelled. The number of indi-
viduals composing the Committee, the fact that, with the excep-
tion of the Secretary, their services are gratuitous and occasional,
and that all the members without exception including the Sec-
retary have other weighty duties to perform, must make it at
least doubtful whether they can exercise a constant and syste-
matic superintendence over an extended scheme of national
instruction.
With the most cordial co-operation on the part of Govern-
ment and its functionaries, and with the most vigorous superin-
tendence by the General Committee of Public Instruction and
by Inspectors, much will depend upon the selection of Examiners.
If well qualified they will make up for nuiny deficiencies else-
where; but nothing w\\\ compensate for the absence of intelli-
gence, energy, honesty, and discretion on their y)art. They should
be competent to understand and appreciate the object of
Government, and to engage in j^romoting it with zeal untainted
b} fanaticism and with calmness that shall not degenerate into
apathy. They should be thoroughly instructed in the subject-
matter of the series of school-books, and possessed of integrity
and firmness to require, in resistance both to the reproaches
and blandishments of unworthy candidates, the degree of quali-
fication which shall alone entitle to reward and distinction. The
emoluments of the office should be fixed at such an amount as
will present an immediate object of ambition to the class from
which the Examiners will chiefly be drawn; and they should be
STATE OF education IN BENGAL
411
SO graduated as to afford the prospect of promotion, and thus
stimulate to the discharge of duty and operate as a check i^pon
misconduct or neglect. With these views I have porposed that
the Examiners should receive for the first four years of a
consolidated allowance of 150 rupees per month, and I now add
that they should receive for the second four years a correspond-
ing allowance of 200 rupees per month, and for the third four
years 250 rupees per month after which an Examiner shall be
eligible to be appointed an Inspector of a division with a conso-
lidated allowance of 500 rupees per month. Promotion from one
grade to another should, of course, be made to depend on good
conduct in the preceding grade; and it should always be given,
if possible, in the same district and division. No arrangements
will afford security in every case against the possibility of mal-
versation, but those now proposed will, I should hope, in most
instances command the honourable and industrious exertions of
qualified natives.
Having noticed the objections to which the measure may
be deemed liable, and the difficulties with which it may be
attended, I must be permitted to advert to some of the ad-
vantages by which it is recommended.
The primary advantage is the coincidence of the plan with
all existing institutions of education. It introduces the metro-
politan organ of Government, the General Committee of Public
Instruction, to new and higher duties than any which have yet
engage<t^ifcs attention, but to none inconsistent with those which
it has hithyw|iO discharged. The district English schools or
colleges and the vernacular departments attached to them will
be extended, their scholars multiplied, and their efficiency in-
creased. The native schools will have a new life infused into
them, the qualifications of school-masters and the attainments
of scholars will be raised, and a more anxious desire will be
produced amongst parents that their children should enjoy this
improved instruction. The plan does not come into collision
with indigenous elementary schools, or with the interests of the
teachers. On the contrary, it enlists them all in the race 01
improvement and establishes the most friendly relations with
them. The leading idea upon which the plan is framed is that of
building on the foundations which the people themselves have
laid and of employing them on the scaffolding and outworks, so
412
STATE OF EDUCATION IN BENGAL
that when they shall see tlie noble superstructure rising, and
finally raised complete in all its parts, they will almost, if not.
altogether, believe it to be the W'ork of their own hands. The
plan will thus maintain the most perfect congruity with existing
national institutions, and at the same time admit of the gradual
expansion and improvi'merit which European civilization
demands. '
Anothei’ recommendation of the plan is the simplicity of the
means employed The Examiner with his books and his public
examination is the prime agent, both giving and prolonging th('
impulse. For this purpose he will not, as in other cases, have to
follow th(\ scdiool-masters and the scholars into their villages
their huts, and then- school-rooms; to reprove into order and
quiet the noisy irregularity of the teacher; to guide in detail thr
desulioTw labours of the scliolar; and to stimulate to some effoi’i
or sacrifice the stolid ignorance of the parent. If the plan
work at all, it will make parents, scholars, and school -master^
all alike ambitious to earn the distinctions and rewards which it
holds out. It contains within itself a self-acting principle which
only requires to be dii-ected and controlled.
It is, perliaps, an effect of this simplicity, but still a separatt'
and distinct advantage, that the phm, whether tried on a large or
on a small scale, and whether fully successful or not successful to
the extent anticipai-cMl, can be productive only of good unmixed
with evil. It may be introduced into new districts as they aiv
found prepared for ii., or it may be discontinued without injury or
injustice in any district where it has been found to work unsatis-
factorily, provided always that all promises and engagements
shall be faithfully performed. The good done will be certain,
and Government may either extend, contract, or abandon the
plan without embarr.assing any native institution, but on the
contrary leaving those who have been influenced by it with an
increased power of self-dependence.
Instead of considering the expense an objection, the plan
will be found economical when compared with the completeness
and diffusiveness of the effect. The expense of a school is made
up of various items, the cost of a school-house and its furniture,
the pay of the teacher, the price of pens, ink, leaves, paper, and
books, and if the institution is a Government one, the charge for
superintendence. In ordinary cases much of this apparatus
414
STATE OF EDUCATION IN BENGAL
(xovernment will have given to the cause of public instruction.
The plan will ultimately be as economical to the people as to
the Government. At first the approved teachers will probably
affix a higher price on the superior instruction they will be
qualified to bestow; but the facilities to acquire this superior
(jiialification will be open to all, and many new competitors with
equal advantages will rapidly enter the profession, while at the
same time the demand for instruction will keep constantly in-
creasing. Under those simultaneous and counteracting in-
fluences, a new rate of remuneration will come to be formed, the
advantage of which, as in all improved processes that are in
general demand, will be in favour of the community; and when
this new rate sliall be modified in any district, by the general
adoption of the system of endowments, the cost of educating their
children will be redu(*ed to the people to the extent of one-half
Even if the amount of fees and perquisites should remain the
same without redindion, the value received from the teachers of
youth will be far greater, which both to jiarcnts and scholars is
the best kind of economy.
It is, perhaps, admissible to regard as an advantage arising
from the plan that it affords an opportunity of employing for the
benefit of the country the class from which 1 propose to draw the
Inspectors and Examiners Extraordinary efforts have been made
to extend a knowledge of the English language to the natives ;
hut those who have more or less profited by the opportunities
])resented to them do not find much scoi)e for their new attain-
ments, which, on the other hand, little fit them for the ordinary
]nirsuits of native society. They have not received a good native
education, and tlio English education they have received finds
little, if any, use. There is thus a want of sympathy between
them and their (-.ountrymen, although they constitute a class
from which their countrymen might derive much benefit. There
is also little sympathy between them and the foreign rulers of
the country, because they feel that they have been raised out of
one class of society without having a recognized place in any
other clasis. If they were employed in visiting the different
districts as the agents of Government for promoting education,
they would fulfil a high destination satisfactory to their own
mindc and would not fail to enjoy the respect and affection of
their countrymen. The qualifications required of thaDHi would
STATE OF EDUCATION IN BENGAL
415
teach them, what is so important to their own usefulness and
hithei’to so much negle(ited, to unite the acquirements of an
English and a native education, since it is only by means of the •
latter class of acquirements that English principles and ideas can
be generally transfused into, and incorporated with the native
(‘haracter.
The only other recommendation of the plan which I will now
suggest is that it would be a proper complement to a measure
that has been already adopted. It would be worthy of the
tioverninc'iit which has decreed that the business of the country
shall b(‘ conducted in the language of the people. This is so
iinportant a nicasui'e and bears so directly upon the present sub-
jec'i that 1 subjoin hove the Eesolutions of Government relating
to it. The following is the Eesolution of the Governor General
of India in Council: —
“ The attention of His Lordship in Council has lately been
called to the liegulations of the Bengal Code, which positively
enjoin the use of the Persian language in judicial and fiscal
proceedings. His Lordship in Council is sensible that it would
be in the highest degree inexpedient hastily to substitute any
other language for that which has, during a long course of years,.
bhi'U appropriated to the transaction of public business. He is
satisfied that in many parts of the country a sudden and violent
change would produce serious public inconvenience, and that it
would rediK'X' many old and useful servants of the public to-
distress, — such as no humane Government would willingly cause.
At tile same time His Lordship in Council strongly feels it to be
just and reasonable that those judicial and fiscal proceedings on
which the dearest interests of the Indian people depend should
be conducted in a language which they understand. That this
great reform must be gradual, that a considerable time must
necessarily elapse before it can be carried into full effect, appears,
to His Lordship in Council to be an additional reason for com-
mencing it without delay. His Lordship in Council is, there-
fore, disposed to empower the Supreme Executive Government
of India, and such subordinate authorities as may be thereunto-
appointed by the Supreme Government, to substitute the verna-
cular languages of the country for the Persian in legal proceedings
and in proceedings relating to the revenue. It is the intention
416
STATE OF EDUCATION IN BENGAL
of His Lordship in Council to delegate the powers given by this
Act for the present only to the Governor of Bengal and to the
Lieutenant-Governor of the J^orth-Western Provinces, and he
has no doubt that those high authorities will exercise these
powers with that caution which is required at the first introduc-
tion of extensive changes, however salutary, in an old and deeply-
rooted system.”
In conformity with this Resolution, Act XXIX of 1837
w^as passed, making it lawlul for the Gov^eriior Genei‘al of India
in Council by an order in C'oiincil 1o disponst' with i\u provisions
which enjoin the use of the Persian language and to presc'ribc the
language and character to be used ui its stead; and further
empowering him to dcdi'gate those powers to any subordinate
authority. Such a delegation of powers having ac'cordingly been
made to the Deputy Governor of Bengal, that authority passed
the following Resolution : —
” The President of the Council of India in C-ouncil having
been pleased on the dtb ultimo, in conformity with Section
2, Act XXIX of 1887, to delegate to the Deputy Governor
of Bengal all the powers given to the Governor General in
Council by that Act, the Deputy Governor has resolved that, in
the districts comprised in the Jhnigal division of the Presidency
of Fort William, the vernacular language of those districts shall
be substituted for the Persian in judicial jiroceedings and in
proceedings relating to the revenue, and the period of twelve
months from the 1st instant shall be allowed for effecting the
substitution. His Honor is sensible tbat this great and salutary
reform must be introduced with caution, involving as it does
the complete subversion of an old and deeply-rooted system.
He, therefore, vests the various heads of departments with a
discretionary power to introduce it into their several offices and
those respectively subordinate to them by sucli degrees as they
may think judicious, only prescribing that it shall be completely
carried into effect within the period above-mentioned. For His
Honor’s information, a report of the progress made in the intro-
duction of this measure will be required on the 1st July next,
and again on the 1st January, 1839. Ordered that a copy of the
above Resolution be transmitted to the General Department for
the issue of instructions to the above effect in respect to the
STATE OF EDUCATION IN BENGAL
417
•offices subject to that Department.’' (Judicial and Revenue
Department, 23rd January, 1838.)
It is scarcely possible to over-estimate the importance of
this measure to the character of the Government and the welfare
of the people. The object is to give the people, or to enable
them to acquire through their own language, a knowledge of
what may alfcet their interests — what constantly deeply and
extensively affect llieir interests — m the judicial and fiscal
departments of (Tovernment. The effect will be to bring within
the reach of Government for administrative purposes a large
amount of cheap and useful native agenc-y of which it has hither-
to voluntarily (hqiri'/ed itself, and to rescue the groat body of the
])eoplc who know only their own language from those who, under
tlui covert of a foreign tongue, misrepresent and pervert the
cases of pros('(‘utors and accused, the claims of plaintiffs and
defendants, th(‘ evidtuice of witnesses, the wishes of petitioners,
and the decisions of Judges, d(‘filing the stream of justice, irn-
j)eding its course, and exciting the disgust and disaffoc.tion of
those who seek liealing in its waters. The facility of complaint
tlirougli the vernacular tongue will also d(dor many from the
eommission of crime and injustice who ai’o now encouraged to
the j)erj)etration of them by the knowledge that the injured will
he prevented from seeking redress through the difficulty, expense,
and liability to abuse of the offi(*ia.l medium of communication.
Ifut if this measure will lU’ove important and useful, as it un-
doubtedly will, standing alone and by itself, its importance and
utility will be incalculably increased if followed by the establish-
ment of a national system of instruction through the medium of
the vernacular tongue. If the use of the language of the people
will enable every man to understand the statement of his own
case, even when he is wholly ignorant of his mothei’-
tongue except as a spoken language, how much more
complete his protection will it be if he knows it as
a written language. If the employment of a cheap
Bengali writer, or pleader, or attorney, or agent instead
of a dear Persian one will be economical and protec-
tive to the poor man, how much more economical and protective
will it be if he can make known his wishes, explain his case,
prefer his complaint, or engage in his defence in his own name,
or through another under his own intelligent control and superin-
418
STATE OF EDUCATION IN BENGAL
tendence. If Government by this measure, even in the present
state of vernacular instruction, will find ampler means placed at
its disposal for the cheaper and more efficient administration of
local affairs, how much greater will be the scope afforded when
the kind of instruction shall be improved, and when this superior
instruction shall be generally diffused. Now, then, is the time
for Government to step forward and provide good teachers for
the people and good books for teachers. Every consideratiou
combines to show the advantage of following up the measure that
has been already adopted with that which is now recommended.
If any other consideration were w- anting, it would be found in
the grateful affection witli which, under any circumstances, but
especially in such a connection, it would be received by the
people.
SECTION JIT
Application op the Plan to the Improvement op Sanscrit
Instruction
The whole of the preceding details and reasonings contem*
plate the application of the plan to vernacular schools only. Tlu*
principle, however, is to build on llio foundation of native insti-
tutions generally, and, wdierever they are to be found, to employ
them as the instruments tiirough which instruction may be most
salutarily and most effectually communicated. 1 shall now
consider what means may be employed to improve the system of
instruction in the class of Sanscrit schools which are found in
every district, and of which some account is given in the seventh
and eighth Sections of the first Chapter. I do not propose that
any thing should be done to extend or multiply such institutions.
All that is proposed is, since their number and influence are un-
doubted, to bring them over to the side of true, useful, and sound
knowledge. If there were no vernacular schools, it would still
be desirable that there should be such schools for the instruction
of tlie people. If there were no Sanscrit schools their existence*
perhaps wpuld not be desirable merely for the purposes of public
instruction, which is the only subject now under consideration..
STATE OF EDUCATION IN BENGAL
419‘
But since they do exist, and since we cannot, if we would, cause
them not to be, it is the plain dictate of common-sense and of
a wise policy not to despise and neglect them, but to conciliate,
if possible, the good feelings of the learned and to employ their
extensive and deep-seated influence in aid of the cause of public
instruction. For the information of the reader I shall quote in
this place some of the most prominent authorities I have met
with on the encouragement to be given to native learning and
the use to be made of it.
In the records of the General Committee of Public Instruc-
tion I find a co})} of a Minute dated 6tli March, 1811, ascribed to
the Governor General, Jjord Minto, and bearing also the signa-
tures of the Members of Council, G. Heweit, J. Lumsden, and
H. Colebrooke. This Minute possesses the greater interest both
because it bears Mr. Colebrooke s signature, and because it is
believed to have suggested the provision on the same subject in
the 53rd of George III. The following is an extract: — “ It is a
common remark that science and literature are in a progressive
state of decay among the natives of India. From every inquiry
which I have been enabled to make on this interesting subject,
that remark appears to rne but too well founded. The number
of the learned is not only diminished, but the circle of learning,
even among those who still devote themselves to it, appears to
be considerably contracted. The abstract sciences are abandoned,
politer literature neglected, and no branch of learning cultivated
but what is connected with the peculiar religious doctrines of the
people. The immediate consequence of this state of things is
the disuse, and even actual loss, of many valuable books; and it
is to be apprehended that, unless Government interfere with a
fostering hand, the revival of letters may shortly become hopeless
from a want (fl’ books, or of persons capable of cx])lainiiig them.
The principal cause of the present neglected state of literature in
India is to be traced to the want of that encouragement which
nas formerly afforded to it b\ jirinces, chieftains, and opulent
individuals under the native governments. Such encouragement
must always operate as a strong incentive to study and literary
exertions, but especially in India, where the learned profession&
have little, if any other, support. The justness of these observa-
tions might be illustrated by a detailed consideration of the
former and present state of science and literature at the three
420
STATE OF EDUCATION IN BENGAL
principal seats of Hindu learning, viz., Benares, Tirboot, and
Nudiya. Such a review would bring before us the liberal patron-
age which was formerly bestowed, not only by princes and others
in power and authority, but also by the zemindars, on persons
who Jiad dislinguislied themselves by the successful cultivatioJi
of letters at tliose places. It would equally bring to our view
iiie j)rcRcnt neglected state of learning at\those once celebrated
places; and we should hav(' i.o remark with regret that the (Uilti-
vtition of letters was now^ confined to the few surviving persons
who had been patronized by the native princes and others under
the former rjovernment, or to such of the immediate descendants
ol those persons as had imbibed a love of scicnca^ from their
])arcnts. ft is seriously to be lamented that a nation partieidarly
distinguished for its love and successful cultivation of letters in
other ]jarth' of the^ empire should liave failed to extend its fostcniiig
care to the literature of the Jf nidus, and to aid in opening to the
learned in Europe the repositories of that literature, it is iiol,
however, the credit alone of the national character whicli is
affected by the ])rcsent negle.cted state of learning in the East.
Tiie ignorance of the natives in the different classes of society ,
arising from want of proper education, is generally acdaiowledged.
This defect not only excludes them as individuals from the enjoy-
ment of all tliose conifort.s and bejiefits wliich the cultivation of
letters is naturally calculated 1o afford, but, o])eratiug as it does
throughout almost the whole mass of the ]) 0 ])ulatiou, tends
materially i-o obstruct the measures ado[)ted for their belter
government. Little doubt can be entertained that the prevalence
of the crimes of perjury and forgery so frequently noticed in tlie
official reports is, in a great measure, ascribable both in the
Mohammadans and Hindus to the w^ant of due instruction in the
moral and religious tenets of their respective faiths. It has been
even suggested, and apparently not without foundation, that to
this uncultivated state of the minds of the natives is, in a great
de^grec, to be ascribed the prevalence of those crimes wffiich were
recently so great a scourge to the country. The latter offences
against the peace and happiness of society have indeed for the
present been materially checked by the vigilance and energy of
the Police, but it is probably only by the more general diffusion
of knowledge among the great body of the people that the seeds
of these evils can be effectually destroyed.’'
STATE OF EDUCATION IN BENGAL
42 T
The Minute then proceeds to recommend certain measures
consisting in the reform of the Hindu College at Benares and the
Mohammadan College at Calcutta, and the establishment of two
new Hindu Colleges, one at Nudiya and the other in Tirhoot; and
of two new Mohammadan Colleges, one at Bhaugulpore and the
cjther at Jaunpoor. The cost of the two new Hindu Colleges was
estimated at sicca rupees 25,618 per annum. The recommenda-
tions have been, in a great measure, superseded by subsequent
arrangements, but some of them contain useful hints which may
still be turned to account, — one is that pensions should be granted
to distinguished teachers on condition that they deliver instruc-
tions to pupils at their own houses, another is that public dis-
putations should be held annually at which prizes, rewards, and
literary honors should be conferred on such of tlic students as
shall have manifested the greatest prohciency. Both are judi-
ciously adapted to Hindu usages.
With apparent reference to this Minute of 1811, it was
enacted in ilio 5Brd George TIT, Chap. 155, Sociion 45, that it
shall be lawful for the Governor General in Council to direct that
out of any surplus which may remain of the rents, revenues, and
profits arising from the said territorial acquisitions after defraying
the expenses of the military, civil, and commercial establish-
ments and paying the interest of the debt in manner hereinaftei
provided, a sum of not less than one lakh of rupees in each year
shall be set apart and applied to the revival and improvement of
literature and the encouragement of the learned natives of India,
Eind for the introduction and promotion of a knowledge of the
sciences among the inhabitants of the British territories in India;
and that any schools, public lectures, or other institutions for the
purposes aforesaid, which shall be founded at the Presidencies
of Port William, Fort St. George, or Bombay, or in any other
part of the British territories in India in virtue of this Act, shall
be governed by such regulations as may, from time to time, be
made by the said Governor General in Council, subject neverthe-
less to such powers as are herein vested in the said Board of
Commissioners for the Affairs of India respecting Colleges and
Seminaries : Provided always that 6,11 appointments to offices in
such schools, lectureships, and other institutions, shall be made
by or under the authority of the Governments within which the
same shall be situated.*' It is perhaps scarcely necessary to
422
STATE OF EDUCATION IN BENGAL
remark that the literature to be revived and improved can only
>be the existing literature; that the learned natives of India to be
encouraged can only be those who are already learned, not those
who are to become so by the introduction and promotion of a
knowledge of the sciences; and that, therefore, the sum thus
directed to be appropriated is applicable, in part at least, to the
revival, improvement and encouragement of the existing learned
institutions of the country.
The late Mr. J. H. Harington wrote a paper dated June 19,
1814, entitled “ Observations suggested by the provision in the
late Act of Parliament for the promotion of science and literature
amongst the inhabitants of the British possessions in India.’*
In these observations Mr. Harington examines at some length
the preliminary question whether the English language should
be employed as the medium of communicating knowledge to the
natives, or whether the vernacular and learned languages of the
country are the more appropriate instruments. The following is
the conclusion at which he arrives: — “ My own idea, on an
imperfect consideration of so extensive a subject, is that both
of the plans noticed have their advantages and disadvantages;
that neither the one nor the other should be exclusively adopted,
but that both should be promoted as far as circumstances may
admit. To allure the learned natives of India to the study of
European science and literature ^ we must, I think, engraft this
study upon their own established methods of scientific and literary
instruction; and particularly in all the public colleges or schools
maintained or encouraged by Government, good translations of
the most useful European compositions on the subjects taught in
them, may, I conceive, be introduced with the greatest advan-
tage.”
The somewhat adverse views on this branch of the subject
presented by Lord Moira’s Minute already quoted must not be
withheld: — ” The immediate encouragement,” His Lordfll^
says, ” of the superior descriptions of science by any bounty to
the existing colleges appears to me a project^ altogether delusive;
i do not believe that in those retreats there remain any embers
capable of being fanned into life. It is true the form of tuition
is kept up in them, but the ceremony is gone through by men
who ere (as far as I could learn) devoid of comprehension in the
very branches which they profess to teach. I was particularly
STATK OF EDUCATION IN BENGAL
42B
‘Curious to assure myself of the state of learning in the university
of Benares, the place where one should expect that ancient
acquirements would be found in the best preservation. My in-
competence to judge on the subject of the answers given by the
young men examined before me did not extend to the manner
of their performance, which was such as inspired the notion that
every thing they said was w^holly by rote. On following up this
suspicion, I learned that I had guessed accurately. I remained
satisfied that the students only got by heart certain formularies
unexplained to them by professors incapable of expounding the
spirit of the lessons. Of course, the instruction unless where it
chanced to fall on some mind uncommonly vigorous and acute
would have very limited effect in future application; and if it did
happen to be bestowed on a genius able to unravel it, the rational
calculation was that it would only render him more dexterous in
those crooked practices which the depraved habitudes of the
community would offer to his imitation. I thence conceive that
the revival of the liberal sciences among the natives can only
ibe eSected by the previous education (beginning with the rudi-
ments) which shall gradually give to individuals the power of
observing the relations of different branches of learning with each
other, of comprehending the right use of science in the business
of life, and of directing their enlargement of thought to the pro:
motion of those moral observances in which rests the temporal
convenience of society as well as the sublimer duty of man.
Then, but not till then, such records or such traces of ancient lore
as remain in the universities may be useful. Consequently to
this opinion I must think that the sum set apart by the Hon’ble
Court for the advancement of science among the natives would
be much more expediently applied in the improvement of schools.
than in gifts to seminaries of higher degree."
On this passage it is necessary to remark that the institution
which Lord Moira describes as the university of Benares " was
most probably the Government college at that place, which there
is reason to believe was about the time of His Lordship s visit
in a very inefficient condition. Such, at least, is the only way
1 can account for the statement given, unless on the supposition
that the Governor General and his informants may have mis^
apprehended the real facts of the case before them. It would
certainly be unjust to apply the above description to the schools
424
STATE OF EDUCATION IN BENGAL
of learning in Bengal and Behar that have originated with the-
natives themselves and are under their management; for although
in the usual course of study, the scholars no doubt commit a grccat
deal to memory, it is not servilely committed, but is in general
thoroughly understood and digested. Teachers also of sufficient
repute to attract scholars around them will seldom be found
deficient in the power of explaining what they profess to under-
stand and to teach. It is of more importance, however, to remark
that Lord Moira anticipated the revival of the liberal sciences
among the natives from such a previous education, beginning
with the rudiments, as should show the connection of the different
branches of learning with each other, explain the right use of
science in the business of life, and direct intellectual improve-
ment to the promotion of personal and social morality ; and if the
schools of learning, as well as the common schools, can be made
conducive to such purposes, we may infer from the excellent
sense and genuine benevolence which characterize his Minute,
that the design would liave received llis Lordship’s cordial
sanction.
No one has more earnestly urged the duty of communicating
European knowledge to the natives than Mr. Hodgson, no one
has more pow'crfully shown the importance of emj)loy3ng the
vernacular language, as the n leans of accomplisliiug that object,
and no one has more eloquently illustrated the necessity of con-
ciliating the learned and making them our co-adjutors in this
great work of national regeneration: — “Two circumstances,”
he says, “ remarkably distinguish and designate the social system
of India, — one, its inseparable connection with a recondite litera-
ture, the other, the universal percurrency of its divine sanctions
through all the offices of life, so as to leave no corner of field of
human action as neutral ground. Can these premises be denied?
And if not denied, can it be necessary to deduce from them ^
demonstration of the unbounded power of the men of letters in
such a society? Or of the consequent necessity of procuring, as
far as possible, their neutrality in respect to the inchoation of
measures, the whole virtual tendency of which is to destroy that
power? Touch what spring of human action you please, you
must touch at the same time the established system : touch the
spring with any just and generous view of removing the pressure
which that system has laid on its native elasticity, and you must
STATE OF education IN BENGAL
425
at the same time challenge the hostility of that tremendous
phalanx of priestly sages which wields an inscrutable literature
for the express purpose of perpetuating the enthralment of the
popular mind. However much the splendour of our political
power may seem to have abashed these dark men, the fact is
that their empire over the arts and understandings of the people
has been, and is almost entirely, unaffected by it. With the
Saga of Pompeii they say — “ The body to Caesar, the mind to
us’ — a profound ambition suited to the subtle genius of their
whole devices, and which I fear some of us commit the lordly
absurdity of misinterpreting into impotency or indifference !
Before we have set foot almost upon their empire, it is somewhat
premature to question their resources for its defence against
intrusion Their tactics are no vulgar ones; nor will they com-
mit themselves or sooner or further than is needful. We now
purpose io spread our knowledge; they know it, and they know
the consequence. But so have we for half a century purposed
the spread of our religion! The purpose must become act, and
i-he act become, or seem likely to become generally ^ successful,
ere these subtle men will confront us openly; and perhaps not
then, if Heaven inspire us with the prudence to conciliate, check,
and awe them by the freest possible resort to that sacred litera-
ture which they dare not deny the authority of, however used;
and which assuredly is capable of being largely used for the
diffusion of Truth ! Time has set its most solemn impress upon
that literature; the lust rays of the national integrity and glory
of this land are reflected from its pages; consummate art has
interwoven with its meaner maiterials all those golden threads
wliich Nature liberally furnishes from the whole stock of the
domestic and social affections and duties, io the people it iS
the very echo of their heart’s sweetest music; to their pastors—
their dangerous and powerful pastors— it is the sole efficient
source of that unbounded authority which they possess. To deny
thq existence of that authority is mere mc^n-struck idiocy. To
admit it is, I conceive, to admit the necessity of compromise and
conciliation, so far as may be.” — Letters, pp. 47, 48.
To deny the existence of that authority were indeed vam,
and it is equally clear that the admission involves the necessity
of comDromise and conciliation; but it by no means follows t a
the learned, whose influence it is desirable to enlist on the side
3(>-1326B
426
STATE OP EDUCATION IN BENGAL
of popular instruction, are the “ dark ** and “ dangerous '' men
they are here described to be. The ascription to them of such
a character, even if it were deserved, must tend rather to defeat,
than to promote, the object of conciliation which the writer has
in view, and which is so important to the success of a general
system of education. But it is not deserved. The learned
natives of India are what we are ourselves, the creatures of the
circumstances in which they and we have been placed. They
are the spiritual, as we are the political, despots of India; and if
proper means of compromise and conciliation are employed,
unaccompanied by language or acts of fear, of distrust,
or of jealousy, they will, in general, readily co-operate
with us in measures for the improvement of their country-
men. They have too firm a belief in the sacredness of their
own persons, character, and office, too firm a hold of the popular
mind, to doubt for a moment of the security of their spiritual
sway. The chief difficulty I anticipate will not be to inspire them
with the requisite sentiment of benevolence towards the poor
and ignorant, but with the requisite conviction of our sincerity
in the protessoins wo make of a desire to promote their
welfare.
The preceding extracts exhibit opinions entitled to ^ great
consideration; but a closer analysis and more detailed statement
of the grounds on which I would rest the importance and neces-
sity of adopting measures for the improvement of Sanscrit
instruction, arc desirable.
First . — Sanscrit schools occupy so prominent a place in the
general system of instruction established throughout the country,
that means should be employed for their improvement, and not
only on account of the vnjiucnce which the learned exercise oi
may exercise over the remaining population, but for the sake of
the learned themselves as a distinct and numerous class ol
society. I refer to page 266 to show the extent of this class in
the districts noticed in this report. In one district alone, that
of Burdwan, there are 190 teachers, and 1,358 students, of learn-
ing; and in the city of Moorshedabad, where the number is fewer
than in any of the other localities, there are 24 teachers, and 153
istudents. If we find that a particular class of native institutions
brings together in one city and in one district so many teachers
STATE OF EDUCATION IN BENGAL
427
and students of learning who, if proper means were employed,
would readily open their minds to European knowledge, why
should we not avail ourselves of the facilities which those insti-
tutions present?
Second. — The language of instruction in the schools of learn-
ing is regarded with peculiar veneration. It is called the language
of the gods. It is probable that in one of its most ancient and
simple forms it was the original language of Brahmanism, and
was introduced into this country by its Hindu conquerors.
Instruction communicated through this medium will be received
by the learned class with a degree of respect and attention that
will not otherwise be conceded to exotic knowledge. Why should
we refuse to avail ourselves of this mode of gaining access for
useful knowledge to the minds of a numerous and influential
class ?
Third. — Sanscrit is the source and origin of all the Hindu
vernacular dialects spoken and written throughout India and the
adjoining countries, with as close an affinity, in most instances,
as exist between Latin and Italian, or between ancient and
modern Greek. These dialects are as numerous, are spread over
as wide a surface, are employed by as populous races, and are as
thoroughly nationalized among those races, as the corresponding
dialects of Europe in European countries. Learned Hindus refer
with pride to the number of languages that have sprung from the
parent Sanscrit, and that derive from it their vocables, their
idioms, and their structure. Just in proportion as the use of
the vernacular dialects extends for the purposes of education
and administration, will the value of the Sanscrit be felt. It
is the great store -house from which, as intellectual improvement
advances, those dialects will seek and obtain increased power,
copiousness, refinement, and flexibility. “ Any number of new
terms,” says Mr. Hodgson, applying to the Indian Pracrits a
remark made by Sir James Mackintosh respecting German,
any number of new terms, as clear to the mind and as little
startling to the ear as the oldest words in the languages, may be
introduced into Hindi and Bengali from Sanscrit, owing to the
peculiar genius of the latter, with much more facility than we
can introduce new terms into English ; nor does the task of intro-
ducing such new terms into the Indian vernacular imply or exact
more than the most ordinary skill or labour on the part of the
428
STATE OF EDUCATION IN BENGAL
conductors of education so long as they disconnect not themselves
WihoUy from Indian literature.*'
Fourth. — The Sanscrit language is the coinmou medium oi
communication between the learned in the different countries and
provinces inhabited by the ITindu race, however differing fronj
each other in dialect, manners, and customs. A TTindu educated
ill the learning, peculiar to his faith and nation, need not be, and
is not, a stranger in any of them, although possessing no personal
acquaintance, and although ignorant of the dialect of the country
or province to which he may have proceeded. This is found ti.
be a great practical convenience in the performance of the
numerous pilgrimages which piety or superstition enjoins. B;.
the sanie means also the learned productions of one province or
country in time bccomo the common property of all the learned
throughout India. In the Bengal schools of learning young men
both from the western and southern provinces of India, are found
pursuing their studies, and Bengalis, after finishing their studies
m Bengal, often iirocecd into the western provinces for the pui*-
pose of acquiring those branches of learning which are not
usually cultivated here. Sanscrit, without the secrecy, has thus
all the advantages of tlie masonic sign and countersign It is
a pass-word to the hearts and understandings of the learned
throughout Jndia. In consequence of this established mutual
interchange of knowledge, if any improvement can be introduced
into the system of instruction in the schools of learning of Bengal
and Behar, wo may hope that it will gradually work its wa}
{imong the entire learned body throughout the country.
Fifth. — All the learning ^ divine and human ^ of the Hindus,
is contained in the Sanscrit language. Keligion, philosophy, law,
literature, and medicine; all the learning that enters into the
daily practices of their faith and is connected with the established
customs of their race; their productions of taste and imagination,
and the results of their experience of life and manners, — all are
found in the Sanscrit language, and in that only as their source
and repository. Doctrine, opinion, and practice; the duties of
the present life and the hopes of the future; the controversies of
sects and the feuds of families, are ultimately determinable by
authorities which speak only through that medium. The infer-
ence is obvious. If we would avail ourselves of this vast and
STATE OF EDUCATION IN BENGAL
429
various literature, for the moral and intellectual regeneration of
India, we must stretch out the right hand of fellowship to those
who can alone effectually wield its powers, and by patronage and
conciliation obtain thoir willing co-operation.
Sixth. — The patronage of Government bestowed on schools
uj learning would bo most gratefully received both by the learned
fhomselvea and by the native community. It would entirely
coincide with the customs of native society. Sanscrit schools
have been frequently endowed by wealthy Hindus, the teachers
[ire constantly invited, feasted, and dismissed with presents on
occasions of important domestic celebrations; and both teachers
and students, independent of all other considerations of castes
and condition, iire held in the greatest respect by the community,
Jn the opinion of the learned themselves — an opinion which they
have frequently expressed to me — ^it is the duty of rulers to
pj’finiote learning, by which they, of course, mean Sanscrit
learning. If common schools and their teachers are encouraged
as I have proposed, while Sanscrit schools are neglected, it may
l)e feared that the hostility of the learned will be often incurred,
and that, through their all-penetrating influence, they will raise
serious obstacles to the spread of popular instruction. On the
-‘oiitrary, if their schools, as well as the vernacular schools, are
patronized, their own interests will be identified with the success
of the Government plan, and we may confidently rely on their
co-operation. It is not, however, on the ground of expediency
only that this recommendation is offered. Sanscrit schools and
teachers may be made to conduce as effectually to the spread of
sound and useful knowledge as vernacular schools, with only this
difference that each class of institutions will operate in a field
from which the other is excluded. In Sanscrit schools we shall
gain access to a large and influential class which by any other
means we shall be unable to reach, and which it is of the utmost
importance to the welfare of society should advance as the rest
of society advances. There is no class of persons that exercises
a greater degree of influence in giving native society the tone, the
form and the character which it actually possesses, than the
body of the learned, not merely as the professors of learning, but
as the priests of religion; and it is essential to the success of any
means employed to aid the moral and intellectual advancement
of the people, that they should not only co-operate, but also parti-
430
STATE OF EDUCATION IN BENGAL
cipate, in the progress. If we leave them behind, we shall be
rtiising obstacles to our own success, and retarding the progress
of the whole country.
Learned Hindus will gratefully receive all the encouragement
w hich we are willing to bestow, but it may still be made a ques-
tion whether they would introduce books of useful knowledge on
science and the arts into the regular course of their instruction.
That amongst so numerous a body none will prove hostile or
indifferent would be too much to expect; but in my own experi-
ence I have met with only one instance, that of a pundit in
Rajshahi wdio expressed an unfriendly feeling to popular instruc-
tion. Poor and unpatronized, he asked me what advantage tin*
extension of popular instruction w^ould bring to him, — a question
whi('h rather confirms the view I have before presented regarding
the character and expectations of the class. In another instance,
that of the respectable' pundit of the judge/s court at Mozuifer-
poor in Tirhoot, I found that all my attempts at explanation did
not apparently remove from his mind the suspicion of some
ulterior obje('t, and lie appears to have communicated his doubts
to other learned men in that district to whom the subject was
mentioned. This, however, wag by no means generally the case.
In conversation 1 have I'eceived repeated assurances from many
pundits of their readiness to teach European science and learn-
ing in their schools, provided that the works put into their handb
do not embrace the subject of religion on which they most
distinctly intimated that they will teach, and countenanci;
nothing but what is in their estimation strictly orthodox. In
the Rajshahi, Moorshedabad, Beerbhoom, and Burdwan districts
1 had frequent conversations with pundits on this subject, and
generally with the most satisfactory results ; but it did not occur
to me, till after leaving those districts, to ask any of them for
their written opinions. On my return, however, to Calcutta, L
put a case in writing before the pundits of the Sanscrit College,
and subsequently before such pundits as I met in the districts of
South Behar and Tirhoot, a translation of which, with their
answer and the signatures attached to it, I subjoin. Two
pundits of the Burdwan district, whom circumstances had pre-
vented me from seeing when in their native district, followed me
to Calcutta, anxious to give a full and correct account of their
scliooh- that it might be included in this report, and they took
STATE OF EDUCATION IN BENGAL
431
the opportunity, at the same time, of expressing their assent in
writing to the opinion of the Calcutta pundits. More recently
iwo pundits from the Jessore district and my own pundit be-
longing to the same district have, of their own accord, requested
])ern]is8ion to add their names.
Case
To the Learned
“ I have observed that the teachers of Hindu learning in
this country in their respective schools instruct their pupils
Hindu learning only. There are, however, many English books
of learning, in which arithmetic, mcelianics, astronomy, medi-
(*ine, ethics, agrk'uJiure, and commerce are treated at length.
I beg to be infomuHl whether, if such w'orks, exclusive of those
which relate to religion, were prepared in Sanscrit, there is, or is
not, any objection to (unploy them as text-books in your schools.’"
W. Adam.
Opinion
“ l^higlisli books of learning, exclusive of those which are
explanatorv of tlie religion of the English nation, containing in-
formation on astronomy, ethics, mechanics, &c., and translated
into the Sanscrit language, are of great use in the conduct of
worldly affairs. In the same manner as the Bekha Ganita, the
Nilnkanthiya Tajalca, and other works, translated into Sanscrit
from Arabic astronomical books, wore found to be of much use,
and were employed by former teachers without blame. So there
is not the least objection on the part of the professors and stu-
dents of learning of the present day in this country to teach and
study books of learning translated from English into the language
of the gods.”
Bamchandra Vidyavagisa,
Sambhuchandra Vachaspati,
Haranalh Tarkabhusana,
Nimaichandra Siromani,
432
STATE OP EDUCATION IN BENGAL
Hariprasada Tarkapanchanana,
Premchandra Tarkavagisa,
Jay a Gopala Sarmana,
(Professors of the Sanscrit College, Calcutta).
Kanialakii^ta Vid\ alankara,
(Private Professor. Calcutta).
Haraohandr^ Nyayavagisa,
Gurucliannia\ 'J'arkapanelianana,
(Private Professor. Burdwan District),
ikanciianaiia Sironiani,
J^acliaraina Xyayaiatna,
(lirvananal ha Nyayaratna
(Private Professors, Jessore District).
The preceding case, opinion, and signatures are written in
the Sanscrit language and Bengali (‘liarachu’. The following
signatures are attached to a separate paper of preausely thr same
import in the Nagri character- —
Ghakrapan i Sarin ana ,
Ghintamani Sarmana,
Hari Sabaya Sarmana,
Harilal Sarmana,
Bhawani Din Sarmana,
(Private Professors, South Behar).
The following signatures are attached to a third paper of
precisely the same purport: —
Paramananda Sarmana,
Kalanaiha Sarmana.
Thakur Datta Sarmana,
(Private Professors, Tirhoot District).
No effort has been used to obtain these signatures, and in
every case they were received with such explanations as left the
pundits perfectly free to give or withhold them. An unqualified
concurrence of opinion was expressed by all those pundits to
whom the subject was mentioned, with the exception of those in
Tirhoot where, as the poor and ignorant are poorer and more
STATE OF EDUCATION IN BENGAL
433
ignorant, so the wealthy and the learned are more narrow and
higoted, than the corresponding classes in other districts. Even
in Tirhoot, the three pundits who signed, expressed the opinion
that, if any measure was adopted for the encouragement of
learning, those who now appear most timid and suspicious would
be most forward to participate in the advantage. Upon the whole
I entertain no doubt that the majority of the learned in Bengal
and Behar will readily eo-operate with Government, if they are
allowed to receive a share of the general encouragement to be
given to the teachers of sound and useful knowledge.
The only remaining questions are to what extent their co-
operation may be required, and with what rewards it should be
acknowledged and secured.
First . — The text-books employed should not be mere trans-
lations either from English or Bengali, but original works on
the same subjects as tlio Bengali series, with such additions of
matter and of illustration as will include the substance, both of
European and of native knowledge, on the branches treated. The
learned will thus be taught on the one hand to identify their
feelings and interests with those of their countrymen in general,
and encouraged on the other hand to employ their greater leisure
in thoroughly studying the subjects on which the welfare of the
people and the prosperity of the country depend. We may thus
hope that the profound, acute, and vigorous intellects that are
now laboriously employed on vicious fables and fruitless specula-
tions will receive a practical bias from wliich the happiest re-
sults may be expected.
Second. — ^To every Examiner a pundit should be attached
to aid him in examining those pundits who may accept books
for study and afterwards offer themselves for examination, in the
same manner as has been described with respect to teachers of
vernacular schools. The assistant-pundit should be the most
distinguished and most highly respected in the district, that the
weight of his talents and repute may conciliate public approba-
tion to the measures of Government; but he should be made
subordinate to the Examiner to correct the local influences by
which he may be guided, or which may be ascribed to him. An
allowance of 80 rupees per month including travelling charges
will in general obtain the services of such a pundit, to be raised
: after periods of service of four years to 40, 50, and 60 rupees,
434
STATE OF EDUCATION IN BENGAL
dependent on good behaviour. After this, the assistant-pundit
to an Examiner should be eligible to hold the appointment of
assistant-pundit to an Inspector of a Division with a salary of
100 rupees per month, or any other appointment in the native
branch of the service which he may be ambitious to attain, such
as those of pundit attached to the District Court, of Moonsiff,
of Sudder Ameen, &c., the purpose being to stimulate his zeal and
strengthen his integrity by always placing before him a higher
object of ambition than any he has yet reached.
Third. — ^I''he same course generally will be pursued towards
teachers of schools of learning as has been proposed towards
teachers of vernacular schools. They will first receive books in
which, after the requisite time allowed for study, they will be
examined; and after a satisfactory examination their names will
be registered, transmitted to Cahuitta, published in the Gazette,
and proclaimed in the district as those of approved pundits, of all
which a certificate will be given. When a pundit after having
iieen satisfactorily examined receives the second volume of the
series he will be entitled to claim the use of three, six, nine, or
twelve copies of the first for the instruction of his pupils, and so
on in the four successive stages of the (*oursc. Approved pundits,
like approved vernacular teachers, will be entitled to attend at
the normal school of the district for four years, and for three
months in each year, and to receive, during that period, subsist-
ence-money and travelling expenses. The modes of instruction
in schools of learning are in general much superior to those
practised in the vernacular schools, but the normal schools may
be, and it is hoped will be, conducted in such a way that even
pundits may derive much instruction from them in the art of
teac'hing. When a pundit shall have passed an examination in
each of the four volumes of the series, when he shall have attend-
ed the normal school for four years, three months in each year,
find when he shall have instructed six pupils in each of the four
volumes, he will become, not entitled, but eligible, to an endow-
ment of the same value as that proposed for the vernacular
teachers of the same district. The number of endowments for
vernacular teachers must be limited only by the wants of the
population. The number of endowments for teachers of
learning must be limited by very different considerations.
They must be so few as not to be a burthen to the
STATE OF EDUCATION IN BENGAL
435
h'tate. They must be so many as to give a hold on
tlie whole body of the learned in a district. These objects
will probably be attained by some such rule as the following,
viz., that endowments shall be set apart, for schools of
learning in some fixed proportion to their number, say, in the
porportion of one to six. Thus the 24 Sanscrit schools in the
rity of Moorshedabad would have four endowmients distributed
among them, provided that all the twenty -four teachers estab-
lished their eligibility; and so wdth every other locality. Probably
this will not be deemed too high a proportion, and if found too-
low to elicit the competition and co-operation of the body of
pundits, the value of each endowment might be raised, or the
number increase.d. With regard to the best mode of bestowing
these endowments on tlie learned, it may be sufficient at present
to remark that the pundits who are found by the possession of
the requisite (lualifications to be eligible to them, may be
examined by written (j-ueries and answei's on subjects calculated
to enlarge their views both of their own deficiencies and of the
wants of the country and of tludr duty to seek self-improvement
toi* the sake of the general good ; and those whom fit judges may
determine to be the most worthy should receive the reward ac-
companied with all the forms which may give weight and honour
to the distinction. When a vacancy occurs of any of the en-
dowments given to the learned, it may be filled up in the same
way by the open competition of all who are eligible.
Fourth . — To induce teachers to communicate the improved
instruction to their scholars and the latter to seek for that in-
struction, various motives will be presented. With regard to the
teachers, the copies of the first volume of the series which they
will receive for the use of their scholars will become their own
property only by producing an equal number of instructed
scholars. They will further receive a corresponding number of
copies of the second book of the series for the use of their
scholars, only if they shall be found to have made a proper use
of those copies of the first received for the same purpose; and so*
also with regard to the third and fourth volumes. Still further,
one of the qualifications for holding an endowment will be that
the teacher shall have instructed six scholars in each of the four
volumes of the series. The success also with which learned
teachers pass themselves and their scholars at the periodical
436
STATE OP EDUCATION IN BENGAL
examinations will come to be a measure of the public repute they
enjoy in their native districts, and thus increase the number of
invitations and the amount of presents they receive, and perhaps
in many cases induce wealthy zemindars to bestow on them
endowments exclusive of those appropriated by Government to
the class of the learned. With regard to students of learning,
they will be attracted, as in the case of vernacular scholars, by
the curiosity and pleasure which new and useful knowledge will
inspire, by the love of display which a public examination will
gratify, by the ambition of having their names, d ensign ations, and
places of residence registered as those of approved students, by
the prospect of eligibility to the English school of t1ie distric't
after completing the series of text-books, and by the fui’ther
prospect of eligibility to one of the endowments S(d'. apart foi' th(^
learned when they shall liavo acquired all th(‘ necessary tpiali-
fications. Native opinion leads me to think it ])robable that these
motives will prove so powerful to the majority of the students
•of learning that it will be proper before admitting them to exa-
inination to require them to establish by testimonials from their
teachers that they have passed through a regiihu' course of
grammatical study, lest, in their anxiety to distinguish them-
selves in the new course of instruction, they should neglect that
indispensable preliminary to the successful cultivation of the
Sanscrit language and literature.
Fifth. — The native medical schools rank with schools of
learning; and, keeping steadily in view the principle of turning
to account all existing institutions, both European and Native, it
is worthy of consideration whether the native medical scliools
may not be usefully employed, in connection with the Medical
'College of Calcutta, in improving and extending sound medical
instruction. In Eajshahi I found one medical school containing
seven students taught by two professors; in Beerbhoom another
containing six students taught by one professor ; in Burdwan four
medical schools containing forty-five students taught by four
professors; and in South Behar two medical schools containing
two students taught by two professors. All these students were
not receiving medfcal instruction, but in part were pursuing those
literary studies which are deemed indispensable preliminaries to
^ course of professional study ; and some of the professttTs had
‘Other stiulcitts besides those who were either studying, or pre-
STATE OF EDUCATION IN BENGAL
487
paring to study, for the medical profession. Is not this a class
of institutions which it should be our object to draw out of
obscurity? When it is considei’ed how ill-provided the body of
the people are with medical advice and assistance even on ordi-
nary occasions, and much more in seasons of pestilence and on
disease prevailing locally or generally, is it not our duty to en-
deavour to increase the number of these institutions and to-
extend their usefulness by improving the instruction which the
teachers communicate? The only answer that can be returned
by a wise and humane Government will be by asking how sue!)
an object can be accomplished, and the only reply T can make is
by reverting to the plans which I have already suggested and
which I believe will be found of equal efficiency in their applica-
tion to medical as to other schools of learning. The first step
will be to prej)are a separate series of text-books in Bengali, or
Hindi, or Sanscrit, or both in Sanscrit and in one of the verna-
cular languages. They should embrace elementary views and
illustrations of the most important and useful branches of medical
science and practice, including, in Mr. Hodgson's language, both
exotic principles and local practices, European theory, and
Indian experience. The next st(‘p will be to induce the medical
teachers to study the text-books so prepared ; and for this purpose
the course tliat has been already described should be adopted and
the same inducements offered; public examinations, presents of
books to the teachers for themselves and for their scholars, the
registry and publication of their names as those of approved
medical teachers, and finally, eligibility to one of several endow-
ments expressly appropriated in each district to the medical
profession. In this way Government in a very few years might
multiply approved medical teachers to any extent that the wants
of the country might demand. The next step would be to extend
Ihe instruction of the approved teachers, and here again the
same appliances offer themselves. To the teachers would be
given books only in proportion as instructed scholars are pro-
duced , and the instruction of six scholars in each text-book would
be required as an indispensable qualification for the eligibility of
the teacher to an endowment. To the scholars .the motives will
be the pursuit of new and useful knowledge, the love of display
at a public examination, the ambition of distinction by the
registry and publication of their names as those of approved
438
STATE OF EDUCATION IN BENGAL
medical students, eligibility to the English school of the district,
eligibility to a course of instruction in the Medical College of
Calcutta, and finally, eligibility to a medical endowment in their
native districts. The effect of all this is, I think, not to be
doubted; and it would be cheaply purchased by the employment
of such means. It would revive, invigorate, enlighten, and
liberalize the native medical profession in the mofussil ; it would
afford to the Calcutta college a perennial supply of well instructed
native medical students from every district in the country; and
it would send them back to their native districts still better
instructed, and both qualified and disposed to benefit their
countrymen, to extend the advantages of European knowledge,
and to conciliate the affections of all towards their European
rulers.
Sixth . — It should be distinctly understood that all teachers
of learning who accept of the patronage of Government shall
hi) at perfect liberty to teach their own systems of religion,
philosophy, science, and literature; and that the works prepared
tor their use shall contain nothing derogatory to their faith, or
recommendatory of any other. On the other hand, it should be
no less distinctly understood that the patronage of Government
will be bestowed on the learned solely and exclusively in propor-
tion to the degree of their proficiency in the new system of
instruction, and to the degree of zeal, judgment, and integrity
with which they co-operate in promoting the success of the
measures adopted by Government for the instruction of the whole
body of the people. In other words, they will neither be prohi-
bited from teaching that which they believe, nor required to
teach that which they believe not; but they will be rewarded
only for doing or promoting that which, in the estimation of all,
has a plain and direct tendency to benefit all.
SECTION IV
Application of the Plan to the improvement and extension
OF Instruction amongst the Mohammadan Population
The encouragement given to the existing vernacular schools
and to the Hindu schools of learning will embrace the whole of
the male Hindu population, and will carry rich and poor, learned
STATE OF EDUCATION IN BENGAL
439
■and unlearned, forward in the path of improvement with mutual
good-will and co-operation, and with a common and joint feeling
of attachment and gratitude to the source from which the advan-
tage is derived. The measures requisite for the improvement
and extension of instruction amongst the Mohammadan popula-
tion demand separate consideration.
The first question that arises here is, What is the fit means
to be employed for communicating some useful knowledge of
letters to the poor and uninstriutted, which is by far the most
numerous portion of tliat population?
I have shown in another place that Persian instruction is the
only substitute for vernacular instruction peculiar to the Moham-
madan population, and that the language has a strong hold on
native society ; but it is on the upper class of native society that
it has this hold, and it has not descended, and cannot be expected
to descend, to the body of the Mohammadan population. To
them it is foreign and unknown, and consequently unfit for being
employed as the medium of instruction to the people. To those
who are instructed in it, it is the language of books, of corres-
pondence, and of accounts; not the language of conversation in
domestic life or of the general intercoume of society. It has been
shown also that even those who cultivate it as the language of
books of correspondence and of accounts are found in five
districts in the proportion of 2,087 Hindus to 1,409 Musalmans.
There can be little doubt that the official use that has been made
of it by Government and its functionaries is the sole reason for
its cultivation by Hindus ; and as many Musalmans have the
same interests to protect by the same means, the reason for its
cultivation by them also must be deemed in many instances to be
the same. When, therefore, the measures that have recently
been adopted for the discontinuance of the Persian and the em-
ployment of the vernacular language in public business shall have
full effect, it may be expected, not only that all the Hindus, but
that a considerable proportion of the Musalmans, who would
have otherwise had their children instructed in Persian, will have
recourse to isome other medium. The use of the Persian is at
present in a state of transition. What the ultimate effect of the
present measures may be, is yet to be seen, but it cannot be
deemed favourable to the cultivation of the language ; and what-
ever the natural and unforced use which the social and religious
440
STATE OP EDUCATION IN BENGAL
wants of the Musalman population may give it, the Persian can
never be regarded in this country as a fit instrument of verna-
cular instruction.
Por a language of instruction to the Musalman population
e must turn from the Persian to some of the vernacular dialects,
Bengali, Hindi, or Urdu. In Bengal the riiral Musalman popula-
tion speak Bengali; attend, indiscrimiiifitely with Hindus,
Bengali schools ; and read, write, correspond, and keep accounts
in that language. With the exception, therefore, of a portion of
the Musalman population of large cities in Bengal, the means
that have been already described for the promotion of vernacular
instruction in this province through the medium of the Bengali
language, may be deemed adequate for Mu sal mans as well as
Hindus. The rural Musalman population of Behar use the Hindi
language to some, although not to an equal, extent; and wheji
the plan for the promotion of vernacular instruction shall be
applied in Behar through the medium of the Hindi language and
Nagri diaracder, it will be found to embrace a considerable pro-
protion of the rural Musalman population ; but it will leave a
<'onsidcrable proportion of that population, and also of the urban
Musalman population who speak Urdu, unprovided with the
means of vernacular instruction ; and, for their benefiii, it would-
seem desirable that distinct arrangements should be made.
Those arrangements will consist merely in the preparation of a
separate series of school-books in the Ui*du language and Persian
character, differing from the similar works prepared in Bengali
and Hindi chiefly in the subject-matter of the first volume of the
series, which should contain the most approved and complete
course of native instruction known amongst Musalmans in India
on the Persian model. Such a series of school-books will make
the transition easy from the system of Persian schools at present
so numerous in Behar and now ceasing to be adapted to the
wants of the country, to the system of Urdu schools which the
measures of Government will soon render indispensable. They
will bring within the reach of the humbler classes of the Moham-
madan population whatever really useful knowledge is found in
the Persian school-books ; and they will help to raise those classes
to a community of feeling and of information with the superior
classes of their co-religionists and with the general intelligence of
the country.
STATE) OP EDUCATION IN BENGAL
441
The second question bearing on the improvement of the
Mohammedan population is — ^What is the fit means to be em-
ployed for improving the instruction communicated in Moham-
rnadan schools of learning and for obtaining the co-operation of
the learned in the prosecution of the measures that may be
adopted to extend instruction to the Mohammadan population
generally ?
Mohammadan schools of learning are not so numerous as
those of Hindus, but they are in general more amply endowed,
and the teachers enjoy the same high consideration in Moham-
tiiadan society and exercise the same powerful influence that
belong to the corresponding class of the learned in Hindu society.
The same remarks apply to those institutions that were made
respecting Sanscrit schools. We have not called them into
existence, nor is it any part of our object to increase their
number. We find Arabic schools long established in the country
possessing in several instances large resources, and taught by
men intelligent, learned, revered, influential, anxious to compare
their systems of knowledge with ours, and willing to aid us in
the measures that may be devised for the instruction of their
countrymen. In the search of instruments with which to work
out good for the country, these institutions connot be wisely
neglected. The only question that can be raised is as to the way
111 which they may be made available.
Without minutely repeating the same details, it is sufficient
to remark that the course which has been suggested to be pursued
toM’ards Hindu schools of learning will probably be found equally
applicable to those of Mohammadan origin. A series of text-
books in Arabic, public examinations both of teachers and
i^cholaris, and the distinctions and rewards appropriate to each
already described would, there can be little doubt, produce the
desired effect. Learned Musalmans are in general much better
prepared for the reception of European ideas than learned
Hindus; and when they shall have become convinced of the in-
tegrity of our purposes, and of the utility of the knowledge we
desire to communicate, they will be found most valuable
^-o-adjutors.
The endowed Mohammadan institutions of learning present
another class of means for improving the state of instruction, J
would equally deprecate the appi*opriation by the state of the
31~1826B
442
STATE OE EDUCATION IN BENGAL
property belonging to such institutions and its misappropriation
by private individuals. The rights and duties of all institutions
of this class should be defined and general rules laid down to
preserve their property, purify their management, and provide
foi* their effectual supervision and real usefulness. With these
views a determinate course of study should be prescribed, a visit-
ing power exercised, and periodical returns required. It is utter-
ly futile to leave the visiting and controlling power over such
institutions in the hands of what are called the local agents under
the Board of Ecveiiue, since tlu* offices of (Collector and Magis-
trate. usually tilled by the same persons, completely absorb their
time and attention. In so far as such institutions exist for
educational pui’poses, their superintendence and direction on the
part of Government should be vested in the General Committee
of Public Instruction and exercised through the officers subject
to its authority. Properly regulated, such institutions as those
at Kusbeh Bagha, at Bohar, at Chaughariya, and at Moorshedn-
bad, would become centres of improvement, sending forth all
sorts of salutary influence to the districts in which they are
situated.
The reform of the office of Cazy, besides other direct and
collateral advantages, would furnish Government with an exten-
sive and cheap agency in every district for the improvement of
IVIusalman institutions of education.
The following extract from the revised edition of the first
volume of the late Mr. Harington’s analysis of the Eegulation'^
will exhibit the rules in force for the appointment of city, town,
and pergunnah Cazies, together with the nature of the duties ex-
pected to be performed by those officers: — “ The judicial
functions which pertained to the office of Cazy-ul-Cuzat, or Hoad
Cazy, and in some instances to that of inferior Cazies, under th<^
Mohammadan government, have been discontinued since the
establishment of the courts of justice under the superintendence
of British judges; and, with an exception to the law officers at-
tached to the civil and criminal courts, the general duties of th"*
present Cazies stationed at the principal cities and towns and ia
the pergunnahs which compose the several zillahs or districts,
are confined to the preparation and attestation of deeds of coa-
veyance and other legal instruments, the celebration of Musal-
man marriages, and the performance of ceremonies prescribed by
STATE OF EDUCATION IN BENGAL
448
the Mohammadan laws at births and funeral and other rites of a
religious natlire. They are eligible, however, under the regula-
tions to be appointed commissioners for the sale of property dis-
trained on account of arrears of rent, as well as commissioners
for the trial of civil causes, and are also entrusted by Govern-
ment in certain oases with the payment of public pensions. It
is, therefore, necessary that persons of character who may be
duly qualified for the subsisting office of Cazy should be appointed
io that station, and encouraged to discharge the duties of it with
diligence and fidelity by not being liable to removal without proof
of incapacity or misconduct. The Cazy-ul-Cuzat, or Head Cazy,
of several provinces under this Presidency, and the Cazies
stationed in the cities, towns, or pergunnahs within those pro-
vinces, were accoidingly declared by Regulations XXXIX, 1793,
and XLVI, 1808, not to be removable from their offices, except
for incapacity or misconduct in the discharge of their public
duties, or for acts of profligacy in their private conduct ; and
the rules subsequently enacted in Regulations V, 1804, and
VllI, 1809, concerning the appointment and removal of the law
officers of the courts of justice, were extended to the local
Cazies by Section 10 of the former Regulation and Section 4 of
the latter. At the same time the office of Cazy is declared (in
Section 5 of Regulations XXXIX, 1793, and XLVI, 1803, res-
pectively), ‘ not to be hereditary; ' and it is further provided in
these regulations that when the office of Cazy in any pergunnah,
city, or town, shall become vacant, the judge within whose
jurisdictoin the place may be situated is ‘ to recommend such
person as may appear to him best qualified for the succession
from his character and legal knowledge. The name of the person
so recommended is to be communicated to the Head Cazy who,
if he shall deem him unqualified for the office, either from want
of legal knowledge or the badness of his private character, is to
report the the same in writing.’ It is likewise ‘ the duty of the
Heeid Cazy to report every instance in which it may appear to
him that the Cazy of any city, town, or pergunnah is incapable,
or in which any such Cazy may have been guilty of misconduct
in the discharge of his public duty or acts of profligacy in his
private conduct.’ And a similar report is required to be made
by the judges of the zillah, city, and provincial courts to the
Court of Sudder Dewanny Adawlut, with whom it rests to con-
444
STATE OF EDUCATION IN BENGAL
linn the appointment or removal of the Cazies of cities, towns,
and pergunnahs under Section 4, Regulation VIII, 1809."
As far as 1 am aware, isuch continues to be in all essential
particulars the legal position of the office of Cazy, and I will now
illustrate its practical working by a bjrief abstract of certain
documents relating to a single district, \tli at of Tirhoot, wdiicli
1 have been permitted to examine in ti^e judicial department
From these documents it appears that th^e were in 1818 in that
district eighteen Cazies appointed to one hundred pergunnahs
containing, 8,431 villages, and discharging their duties b\
means of forty Naibs or deputies. In that year their number was
reduced to fourteen and their jurisdictions equalized. Thosc
eighteen Cazies, in virtue of their offices, held rent-free lands
amounting to 3/)2 bighas, and they received in the form of
salaries or allow^ances from Government sicca rupees 4,396-ld»
per annum ; but these disbursements were suspended at the
time mentioned in consequence of its having been found on in-
quiry that they were altogether unauthorized by Government,
It was, however, deemed probable that some allowance would
hereafter bo granted for their isupport. The amount of fees
received by them for attesting deeds, entering them in their
books, and granting ctopies, varied from four annas to two rupees
for each deed The inferior Musalinan castes who employ the
(hizies at marriage ceremonies pay a fixed fee of one rupee, (d‘
which four annas are the understood perquisite of the Caz} ’s
deputy, and the remaining three-fourths are received by tlic
Cazy himself. A similar division is probably made of the fe(‘S
received by deputies for notarial acts. As the office of Cazy
at present exists, considerable abuse is practised. A fee of
from one to five per cent, on the value of the thing transferred
is exacted for affixing the seal to deeds of consequence. At the
arbitrary will of the Cazy a different rate is paid for malguzaiy
and lakhiraj lands transferred, and it not unfrequently occurs
that considerable delay and difficulty is made on the part of the
Cazy in affixing the seal, with a view to increase of emolumeni,
or from other interested motives. In practice, it sometimes,
])erhaps often, occurs that a candidate for the Cazyship is sent
to be examined by the Mufti of the court, and on his report the
candidate is recommended by the judge. Evil arises from the
non-re&idence of the Cazies. They invest the whole of theii*
STATjB OF EDUCATION IN BENGAL
445
authority in deputies, who generally purchase their situationis
and make as much of them as they can by the most unjusti-
fiable and illegal means. The Mohammadan law-officers of the
S udder Dewany Adawlut gave a formal opinion, when the subject
was referred to them, that the Cazies have no power to appoint
deputies unless expressly permitted to do so, and such permis-
sion they never do receive.
My personal inquiries in the different districts I have visited
confirm many of these statements. The frauds arising out of
the non-regulation of the office of Cazy were brought very
earnestly to my notice and made the nsubject of strong repre-
sentation. I happened to meet with a Munsiff who is also the
Cazy of two separate pergimnahs and who performs the duty in
both by deputy : and I was informed of two others who were
only twelve and thirteen years of age, respectively, — one of
them being still at school pumuing his studies. They were
stated to be brothers, the sons of a person who was the former
Cazy of both pej’gunnahs, and whom after his death they were
pemiitted to succeed. The point, however, to which 1 solicit
special attention is the character, in respect of learning, of the
former race of Cazies compared with that of the present race.
It is maintained by Mohammadans of the present day that even
])crgunnah Cazies under the former Government were invariably
le allied men, and that it was indispensable that they should be
*Sf to enable them with credit to determine questions of Moham-
madan law. At present they are, with scarcely any exception,
unlearned, although the name of Maulavi is sometimes assumed
M’here it is not deserved. In one instance only of those that
came under my notice and inquiry was the Cazy a really learned
man. Their usual attainments do not extend beyond a know-
ledge of reading, writing, and accounts in Persian. I infer
from fhe abuses and frauds which are connected with the office,
if Jiot promoted by the office-holders, from the case of the two
boys who succeeded their father, showing that the notion of
hereditary succession to this office is not yet eradicated; from
the case of the Munsiff-Cazy acting by deputy, proving that the
opinion of the Mohammadan law officers of the Sudder Dewanny
Adawlut is not enforced; and from the generally unlearned
character of the Cazies, establishing that the ** legal knowledge
shown by Ml!. Harington to be required by the Bregulations is not
446
STATE OF EDUCATION IN BENGAL
possessed; from these premises I infer that the office of Caz}
needs reform, and what I submit is that the reform which it
may receive should, in addition to other objects, be made the
means of improving the state of learning amongst the Moham-
madan population.
For this purpose, in addition to the ordinary attainments of
a learned Musalman, I would require that the candidate for the
office of Cazy shall have passed successfully through examina-
tions in the four Arabic text-boohs prepared under the orders of
Government for the use of Mohammadan schools of learning ,
and that he shall have instructed six pupils in each of thos{^
books in such a manner as will have enabled them also to pass
through similar examinations. The office of (./azy would thus lx*
raised from one of insignificance, usel(‘ssness. and sometimes
positive injury to the community, to one of great importance and
direct utility. Amongst the most disaffected portion of tlir
population, the proposed measure would J*aise up a body of
instructed men, existing solely by the will of Governmeni
capable of appreciating and explaining its measures, and exer-
cising a powerful and undisputed influence over the whole
Musalman population of their jurisdiction. Without additiomd
expense, it would furnish Government with a ready-made bods
of Examiners of the Urdu teachers and scholars of the districi
The effect would be an increased feeling of satisfaction and
attachment to the Government, in addition to all the other ad-
vantages that may be expected from the growth of intelligence
and information, of publict principle, and of private morality ia
a community.
SECTION V.
Application of the plan to the instruction of the Aboriginal
Tribes
The preceding arrangements will gradually and effectually
provide for the promotion of vernacular instruction and the
preservation of learning amongst the Hindu and Mohammadan
divisions of the population ; but within the limits of the British
territories in India there are numerous and widely-spread tribci?
STATE OF EDUCATION IN BENGAL
447
who ackriovvledgei no affinity of race or of language, no sympath','
ill manners oi* in religion, with either. A scheme of national
instriuition that should leave them out of view would be essen-
tially defective.
The Santhals, a tribe of this description, are found in
' onsiderable numbers in the Beerbhoom district, and came
there under m\ personal observation. In one thana I found
780 SanthaJ families containing 4,261 persons, being considera-
bly morr*. numerous tlian the Musalmans of the same thana: and
(liev tire found in still greater number in the north and west of
the district. They are also found in the Bhaugulpore
district, in the jungle rnehals of West Burdwan, and
in the Midnapore district; but in greatest abundance in
('oo(dnmg, Bamanhati, and Dolbhoom in Eamghur on
the western and southern frontier of Bengal. The
1) hangars, a well known division of the Cole tribe, are also found,
but in less number, in Beerbhoom; and Singhbhooni is chiefly
()ccu])jed by the Coles. In Orissa, three distinct mountain or
foiest races are found, — the Coles, the Kunds, and the Sours.
The inhabitants of the hills in the districts of Bhaugulpore and
Tlajmalial ai’c known to Europeans in connection with the name
nf INfr. Cleveland, who, without bloodshed or the terrors of
authoritN, employing only the means of conciliation, confidence,
and Ixmevolence, attempted and accomplished the entire subjec-
tion of the lawless and savage inhabitants of the jungleteiTy of
Haimahal who had long infested the neighbouring lands by their
pri^datory incursions, inspired them with a taste for the arts of
cnilized life, and attached them to the British Government by a
coiKjuest over tlieir minds, — the most permanent, as the most
rational, mode of dominion.” On the eastern frontier of Bengal
ue find the Kookies or mountaineers of Tippera and the Garrows
occupying the mountainous country between the Kassya Hills and
the Brahmaputra. The Kassya tribes occupy the country from
Ihe plains of Sylhet in Bengal to Gowhatti in Assam, and there
fire other uncivilized hill tribes of Assam enumerated by Dr.
McCosh, as the Akas, Duphlas and Koppachors; the Miris, the
Abors, Bor-Abors, and Mishmis; the Singhphos and the Nagas,
all more or less acknowledging subjection to the British Govern-
ment or living under its protection, exclusive of the Assamese,
M^anipuris, Cacharis, Kangtis, and Mattucks, who are either
448
STATE OF EDUCATION IN BENGAL
Hindus, or Buddhists, or have a written language. The space
intervening between Bengal, Orissa, and Nagpore, is the country
of the Gonds, numerously divided and sub-divided. Still further
west and along and beyond the Taptee and Nerbudda in Malwa,
and in all the eastern quarter of Guzerat, are the B heels who
meet the coolies in Guzerat. In the peninsula we have the
Tudas, the Erulars, the Curumbars, arM the Cohatars, and the
extent to which these and similar tribes prevail may be estimated
from a statement recently made by (^olonel Briggs at a ineetiuL;
of the Boyal Asiatic Society of London that, from his person jil
knowledge of the south of India, Brahmanism had not spread
there, and that most of the peninsula was inhabited by persons
not Hindus.
This must be received as a very loose and imperfect notice of
the tribes scattered all over the face of India, but princii^ally
possessing its forest and mountain-tracts, who may be conjectincd
to be the remnants of the Autochthones or indigenous population
existing before the occupation of the country by the Hindu, tin*
Moliammadan, and the European races. Are these ti'ibes to lx*
allowed to remain in the rude and barbarous condition in whicli
they have come under the dominion of the British Government '
The Cole insurrections and the frequent necessity for the servioi^
of troops against the Kassya tribes and against the Bheels, com-
pared with the peace which has been maintained amongst thr
Bajmahal mountaineers by Mr. Cleveland’s arrangements, show
the advantage that would accrue to Government by extending;
that conquest over their minds which, by the Bengal Govern-
ment of 1784, was justly declared to be at once “ the most pei-
manent ” and “ the most rational mode of dominion.” Since
the date of this declaration — an interval during which Brilish
armies have overrun and subjugated almost the whole of India-—
what means have been employed to effect this higher and nobler
species of conquest over the hill-tribes? I am aware that much
may be, and has been, done to civilize those tribes by promoting
and protecting industry, by administering justice between man
and man, and by punishing crimes against society. But such
moral conquests can be secured only by that knowledge and those
habits which education gives, and the means of education have
hitherto been very sparingly employed. The only Institutions,
as far a3 1 am aware, formed under this Presidency for their
STATE OF EDUCATION IN BENGAL
449
benefit, are a school at Bhaugulpore in which a few of the children
of the Eajmahal tribes are taught English and Hindi; a school
established at Surgeemaree in Eangpur for the Garrows, some of
whose children were for a while taught their own language in the
Bengali character, the Bengali language, and the English
language; and an English school established for the Eamghui*
doles. The two last mentioned institutions no longer exist, and
it would thus appear that the ground is almost wholly unoccupied.
The present Government has recently expressed sentiments
on this subject, to which it may be hoped that some means may
be devised of giving practical effect. During the i)a8t year it was
ascertained that amongst the Kunds, one of the throe aboriginal
races mentioned above as being found in Orissa, an extensive
system of human sacrifice is practised; and when this subject
was brought to the notice of the Governor of Bengal the follow-
ing instructions were communicated to the commissioner and
superintendent of the Tributary Mehals in Cuttack, under date
14th March, 1887: — “His Lordship has perused the details
given by you of the system of human sacrifice prevalent among
the Kunds with feelings no less of horror than surprise. He is
well aware of the difficulty of dealing with a description of crime
which, however unnatural and revolting, has been sanctioned by
long usage as a national rite and confirmed by the gross delusions
of the darkest ignorance and superstiton. The working of a
moral change among the people by the progress of general
instruction and consequent civilization can alone eradicate
from among them the inclination to indulge in rites so horrible.
But though the entire suppression of the practice of human sacri-
fice among this wild and barbarous race must be the work of
time, yet much may be done even now, and no proper exertion
should be omitted towards checking the frequency of the crime
by the terror of just punishment. His Lordship is fully prepared
to sanction the use of judicious measures in aid of the power of
the Eajah of Duspullah whenever that chieftain shall have dis-
covered the commission of this crime in any of his villages.
Immediate injunctions should be issued, not to him only, but all
other Tributary Eajahs having nominal authority over a Kund
population, expressive of the views of the British Government
^nd of its determination to do all in its power for the efieetual
repression of this atrocious practice. You will be pleased to
4'50
STATE OF EDUCATION IN BENGAL
report upon every instance in which in your opinion the British
power in support of that of the Eajahs themselves may be exerted
without the hazard of serious embarrassment and disturbance.
The Governor is not disposed to accord his sanction at once to
your proposal for the annual progress of a military force under
an officer vested with the power of summary punishment for the
purpose of suppressing human sacrifices. , This point may be-
considered and decided on before the coniinencement of the
ensuing cold season. Should it appear by the failure of the Con-
templated measures of interference that ilie chiefs of the Kunds^
are either unable or unwilling to exert themselves effectively for
the maintenance of order and repression of crime, the expediency
of the occupation of the country, or of some part of it, by British
troops may become a question for consideration.”
It is here announced to be the expectation of Government
that, in addition to the coercive measures contemplated, the
cessation of these atrocities will be effected chiefly by the progress
of civilization as a consequence of general instruction. But
general instruction, especially in the ctise of these fierce and un-
ruly tribes, can be communicated only by a Government that
knows its value and consults large and general interests. If with-
out the employment of direct means for the coni m unication of
general instruction, we trust to the unaided ])rogress of civiliza-
tion, centuries may elapse before it reaches them. Some specific
plan, then, must be formed, and some specific provision made to
communicate that instruction which is justly regarded by
Government as the necessary forerunner of civilization. In the
present state of our knowledge resjiecting these tribes, it seems
probable that no one plan w^ould be adapted to them all, but they
have several characteristics in coinmoji. They have several dis-
tinct languages amongst them with affinities to each other, but
with no affinity to the dialects that are of Sanscrit derivation
and are used by the different Hindu tribes. They have no written
character, and consequently no instruction in letters; no caste in
a religious sense, although they have iiumerous distinctions of
tribes; and no peculiar prejudices or jealousy respecting their
w^omen who mix freely in the ordinai*}^ intercourse of life. Their
Worship is Sabean, and their sui)erstitions rude, unsystematized
and often cruel. They are in no case nomads, many live by the
produce of the bow and arrow, but in general they cultivate the
STATE OF EDUCATION IN BENGAI.
45t
soil. To attempt to teach the English language indiscriminately
to these savage tribes appears one of the wildest flights of bene-
volence. To teach them Plindi, or whatever may be the language
of the contiguous district or province, is somewhat more rational.
But the most judicious course appears to have been adopted,
apparently on Bishop Heber’s recommendation, with the Surgee-
inaree school for the Garrows who were taught hi the first place
their own language in the Bengali character; then, if practicable,
tlio Bengali language; and lastly, in the case only of the more
intelligent boys, the English language. With respect to all the
tribes bordering on Bengal, their own language in the Bengali
character seems to be the proper medium of instruction; with
respect to all the tribes bordering on Orissa, their own language
in the Ooria character; and with respect to all the tribes in
Central and Western India, their own languages in the Nagari,
Marathi, or Giizerathi character; in short, in every case their own
language with the modification in respect of written character
which convenience and utilit} may dictate. Having fixed upon a
language and character, the next step would be to prepare some
easy elementary but instructive books adapted to the compre-
hension of persons in a very low grade of civilization, but capable
of raising them a grade higher. This would not present so great
difficulties as might at first be supposed. T have understood that
materials already exist for a dictionary of the language of the
Bajrnahal tribes, whose friendly dia])Osition would suggest that a
beginning should be made with them, and whose language when
known would probably afford facilities for the acquisition of the
dialects of some of the other hill -tribes. The means of com-
munication also are by no means wanting. These tribes in
general maintain regular communications with the more civilized
races of the plains for the purpose of disposing of their own sur-
])lus ]n-odiiec and of purchasing articles which they need and do
nc)t themselves produce. In this way they acquire some
knowledge of Bengali, Hhidi, Ooria, (^c.; and Hindus, Musal-
mans, Oorias, &c., mix with them and acquire a knowledge of
their dialects. In my conmiunicutions with Santhals, I employed
as an interpreter a Bengali trader of this description, who had
for many years trafficked with them and who appeared to possess
a very good colloquial knowledge of the Santhali dialect. With
the aid of these persons the necessary books might be prepared;
452
STATE OF EDUCATION IN BENGAL
and the same persons, or others who would be found to qualify
themselves, might be employed to go amongst them as teachers,
and by means of the system of public examinations and rewards
to teachers and scholars, modified as circumstances might
suggest, the love and desire of knowledge would take root in
their minds, and its elevating and restraining influences be wit-
nessed in their habits and pursuits.
SECTION VI.
Application of the plan to Female Instruction
f Another extensive class of the poi>ulation unprovided with
the means of instruction by the natives themselves is the female
sex.^ I need not dwell here on the necessity of female cultivation
in any country to its advance in civilization. ^ This is, of course,
admitted; and the privacy, subjection, and ignorance of the sex
in this country, amongst both Hindus and Musalmans, are equally
well known. ^(^11 the established native institutions of education
exist for the benefit of the male sex only, and the whole of the
female sex is systematically consigned to ignorance, and left
wholly without even the semblance of a provision for their
instruction. The ignorance and superstition prevailing in native
society, the exacting pride and jealousy of the men, the humi-
liating servitude and inaccessibility of the women, early
marriages, juvenile widowhood, the interdiction of second
marriages, and consequent vice and degradation, are obstacles to
amelioration which appear all but insuperable. The only ques-
tion that can arise is whether Government can with advantage
interfere in the matter of female instruction, and this can be
determined only by considering the actual or possible modes of
interference. J
There are three modes in which a beginning has been made
to communicate instruction to native females. The first is by
means of institutions in which they are not only taught, but fed.
clothed, and lodged. The children are either orphans, or the
daughters of native Christians, or of idolatrous parents. These
STATE OF EDUCATION IN BENGAL
45 .^
institutions are exclusively under Christian management and the
instruction is chiefly religious, but not to the exclusion of general
knowledge and the arts of domestic industry. It must be evi-
dent that they give the teachers and superintendents an absolute
control over the minds of the pupils, and this is the object of
their establishment. They also tend to break the ties between
parents and children in those cases in which the former are
alive, especially if they are not Christians. The second mode is
by the establishment of schools such as those described in
Chapter 1st, Section XI, and referred to in Section XII, para 6,
p. 219. The children are the offspring of the poorest classes of
native society. They are paid for attendance, and elderly
females are employed to conduct them to and from school. This
mode gives the teachers and superintendents a much less firm
hold of the minds of the scholars, hut it leaves the domestic tie
unbroken. It is opposed to native prejudices, as it requires that
the scholars should leave home to attend school, and it involves
unproductive expenditure, as the matrons are paid only to secure
attendance at school, not attention to study; and yet the reports
of such institutions are filled with expressions of regret on account
of irregular attendance, slow progress, withdrawal from school
after marriage, &c. The third mode is that wliich has recently
been adopted by some wealthy and respectable natives who have
commenced either themselves to instruct their female relatives,
or for that purpose to admit female teachers into their families
whom they retain as domestic servants. The rich and good-caste
families will probably in general prefer this course, and they will
be the more incited to it in proportion as the state of instruction
amongst the male population is improved and in proportion as
female instruction is extended to the poorer classes.
Under such circumstances, what can Government do with-
out offence to promote female instruction, so essential an element
of civilization and of public and private morality? One moda
not only inoffensive, but probably highly acceptable, would be
the preparation of a small series of books framed, of course, with
a cautious avoidance of religious controversy and with a judicious
adaptation to the character, condition, circumstances, and attain-
ments of the sex in this country. If these books were introduced
only into the two descriptions of female schools that have been
described above, an important object would be gained; for tho'
4'54
STATE OF EDUCATION IN BENGAL
effect would be to improve the instruction of the native female
Christian population, which is probably at present too narrow,
and which, for their own sake as well as for the sake of the effect
on society, should be rendered more comprehensive and practical.
The pupils of these schools would thus be fitted to become the
native female teachers of the country; but before being recognized
as such, they should be required to pass through a series of
examinations corresponding with what has been proposed for the
male teachers of vernacular schools. When approved female
teachers are thus obtained they might be encouraged, with the
aid of books received in reward of their attainments, to offer
their services to families on the plan of visiting the homes of
their pupils, or of collecting them in a common neighbourhood
for instruction, with, of course, the consent of heads of families.
A native female teacher who should thus devote five hours a day
to the females of five different families, receiving two rupees a
month from each family, in addition to the presents of clothes
and food which would naturally flow from such a relation, might
be considered well paid; and this is an expense which many
native families would willingly incur, if Government will take
the first step of preparing proper books and of vouching for the
qualifications of teachers. In order to judge how far the teachers
were entitled to the presents of books or other higher rewards, as
endowments, <fec., which it might be deemed advisable to hold
out to them, it would be impossible to subject their pupils, as in
the case of common schools, to public examinations; but this
might be remedied, either by sending native female examiners,
always, of course, with the consent of heads of families, to ascer-
tain and report the progress of the pupils of different teachers at
fixed periods, or as a check upon such reports by receiving the
certificates of heads of families as to the amount of instruction
communicated by the teachers to their female relatives within
the periods in question.
Without going further into details, it is sufficient to indicate
the general views which have occurred to me on this subject,
and to add that this mode of promoting female instruction is one
which respectable native families have themselves shown a
disposition to adopt, and that the stimulus which the; encourage-
ment of Government would supply would probably give it general
acceptance and prevalence.
STATE OF EDUCATION IN BENGAL
455
SECTION VII
Application of the Plan to the Improvement of
Eegimental Schools
Although it was not made a part of my duty to report on
the condition of Begimental Schools, yet perceiving that those
institutions admit of improvement, 1 trust that no apology will
be deemed necessary for briedy referring to the regulations under
which they are conducttid and to the changes by which their
efficiency may be increased.
A General Order l)y the liight Honourable the Governor
General in Council, dated Fort William 4th March, 1825, ap-
pears to constitute the basis of existing arrangements for Kegi-
rnental Schools and it is here quoted entire: — “ No. 70 of 1825.
It is hereby directed that a Pundit and Moolvee be added from
tile 1st proximo to the interpreter and quarter-master's esta-
blishment of every regiment of native cavalry and infantry of the
line on an allowance of 8 sonat rupees per mensem each. These
men, as well as the regimental Moonshee allowed to each inter-
preter, shall be borne upon the muster-rolls of that officer with
the rest of his establishment, regularly paid and accounted for
in the acquittance-rolls, and drawn for separately in the abstract,
by name. The Pundit and Moolvee are expected to be well
versed in the native languages, the first in the Hindee and
Nagree reading and writing, the second in the Persian; and
their duties will consist in attendance at all courts martial or
courts of inquiry, to swear in the members of the court and the
evidence according to their respective faith. They will likewise
swear in all recruits previous to joining the regiment, with the
usual solemnities, in front of the colours, after, completing their
course of drill, by which time the recruits will have acquired a
stronger sense of the obligation. It will be their duty also to
assist and direct all men in the corps anxious to qualify them-
selves for promotion by the acquisition of reading and writing
in one or both languages, and generally to perform all similar
duties that may be assigned to them by the commanding officer
or the quarter-master of the regiment. Sixty (60) sonat rupees
will be admitted for a shed as a school and for stationery, &c,,
456
STATE OF EDUCATION IN BENGAL
&c., to be drawn by the interpreter and quarter-master annually
and in advance. The instruction of the men in the essential
knoweldge of reading and writing to qualify them for non-com-
missioned officers should be duly encouraged by the commanding
officers and the formation of schools promofted under the tuition
of the Moonshee, Pundit, and Moolvee ; ar^d while Government
would wish to refrain from interference in \ the amount of con-
sideration payable by the pupils to their masters for the trouble
and time devoted to their instruction, it is still essential that a
maximum shall be fixed to limit the demands of the latter. It
is therefore directed that no sepoy shall pay more than 2 annus
per mensem to each or either of his teaehei*s, and that no
havildar or naick shall be charged more than 4 annas per mensem
for the period of his instruction either in Hindee or Pemiari.
Tile study or attendance is to be entirely voluntary and the
details regulated by tlie regimental Moonshee and the inter-
I)reter and quarter-master of the corps, under the authority of
the officer commandiug. From and after the 1st July, 1826, no
sepoy will be promoted to the rank of a non-commissioned
officer in any corps of the line, without a competent knowledge
of reading and writing in at least one language, except fot
distinguished conduct or bravery in the field.”
The following extensions and modifications of the above
order have been subsequently directed. A General Order by the
Right Honourable the Governor General in C’ouncil, dated 5th
April, 1825, extends No. 70 of 1825 to the native artillery. A
General Order by the Eight Honourable the Vice-President m
Council, dated 13th 8e})tember, 1827, directs that when the
regimental Moonshee, Pundit, or Moolvee, proceeds on leave of
absence for a period of exceeding a month, he shall either pro-
vide an approved substitute to perform the duties of his situation
in his stead, or in failure thereof forfeit all allowances during
the time of his absence. It is further directed that the allow-
ance of 60 rupees granted for the provision of shed, stationery,
&c., &c., for the use of the regimental school, be drawn at the
rate of 5 rupees per mcnsei^ in place of being drawn annually
and in advance ; and commanding offic.ers are desired ,to see that
the school allowance is applied to the purposes for which it is
destined. A General Order by the Honourable the Governor
General in Council, dated 3rd April, 1828, modified Ilegula%n
STATE OF EDUCATION IN BFiNGAL
457
No. 70 of 1825 by restricting the prohibition against promoting
sepoys who cannot read and write to such as wei*e enlisted since
the year 1822 and by permitting special exceptions to be made to
it ; and the Bight Honourable the C?ommnnder-in-Chief in a
General Order, dated 28th April, 1828, referi’ing to this modifica'
tion states that “ commanding ofhc'crs are at the same time
exj^ectod to encourage the attendance of the men, and of the
younger sepoys especially, at the regimental schools which have
been provided for the native soldiers by the bounty of Govern-
ment; and inspecting officers will always notice in their reports
the extent to which, they arc attended.” Finally, A General
Order by His Excellency the Coininander in Ghief, daied 8th
April, 18B(), announces that the Bight Honourable the Governor
General of India in Coimidl had been pleased to sanction the
established allowance of five rupees per mensem for the provi-
sion of a school -room, being passed to the Goorkha battalions
stationed at Deyrah, Subathoo, and Hiiwaul-baugh from the 1st
May, 1836.
It thus appears that the strongest disposition has been
evinced by the Government of the country and by the highest
military autliorities to promote the instruction of the native
soldiers; that commanding officers are required to promote the
formation of schools and the instruction of the men in their
regiments ; that for this purpose', in addition to other occasional
duties, three persons are retained in every regiment of native
cavalry and infantry of the line, a moonshee, a moolvee, and a
pundit, to instruct thogie who may be desirous of acquiring a
knowledge of reading and writing; that an allowance of five
rupees per month is granted for a school-house, stationery, and
incidental expenses ; that, with special exceptions, no sepoy who
has entered the service since 1822 can be promoted to the rank
of a non-commissioned officer in any corps of the line without
a competent knowledge of reading and writing in* at least one
language; and that inspecting officers are required to notice in
their reports the extent to which regimental schools are attend-
ed. Here are teachers with allowances for themselves, for
school-houses, and for stationery; scholars with motives for
self -improvement ; and qualified superintendence through com-
manding officers, ini-erpreters and quarter-masters, and inspect-
ing officem; and yet according to the accounts I have received
‘^32— 1326B
45B
STATE OF EDUCATION IN BENGAL
from all those officers with whoso opinion I have been favoured,
the regimental schools are not in general in a very efficient
condition. The defects are, T think, not difficult to be dis-
covered.
The first want is that of books, and the first object should
he to supply them. Without, appropriate school-books Govern-
ment may continue to issue orders and iiicur expense but with
very little effect. The sepoys must not only have a motive for
learning, but they must be guided to wh^t they arc to learn,
told how they are to learn, and have the means of learning put
into their hands. It may he made a question whether any of
the series of school-books in Bengali, Hindi, or Urdu proposed
to be prepared for vernacular schools will be adapted to regi-
mental schools. It will probably be deemed proper that a
separate series should be framed in which, w'ith the exclusion of
every thing offensive to the religious feelings or social prejudices
of the sepoys, and in addition to that general knowdedge which
is useful to men in all conditions of life, might be embodied
much information and instruction specially suited to the military
profession in its various grades and relations and under various
circumstances.
The next point wdll be to provide that the regimental
moonshee, moolvee, and pundit shall themselves know what they
will be required to teach, and for this purpose 1 w^ould propose
to pass them through a series of examinations in the regimental
school-books similar to those which have been recommended for
the teachers of vernacular schools. The interpreter and quarter-
master of each corps might be made the Exeiminer with a small
additional staff allow^ance, anti on a vacancy occurring every
candidate for the office of moonshee, moolvee, or pundit should
be required by submitting to a public examination at a fixed
time and place to establish his competent acquaintance with
the regimental school-books. The present holders of these
offices should be allow^ed reasonable time to qualify themselves
and should then be subjected to a similar examination, retained
in their appointments if found competent, and displaced if
proved to be incompetent. If these appointments are invariably
given only to qualified persons, qualified persons will always be
found ready to offer themselves as candidates. To secure this
more effectually the candidates for these appointments might be
STATE OF EDUCATION IN BENGAL
450
examined at the head-quarter-station of the Division in which
the corps to be supplied with teachers is situated, before a
Committee of three interpreters and quarter-masters, none of
them being of the corps to be supplied.
Having obtained qualified teachers, the next object will be
to provide that the native soldiers shall receive the full benefit
of the instructions they are capable of bestowing. Government
has provided the sepoy with a motive to learn in the ])rospect of
promotion but in the enjoyment of fixed salaries the inoonshee,
the moolvee and the pundit have no sufficient motive to teach.
If the moolvee and the pundit of a regiment are, what their
designations import, really learned men, the sum of eight rupees
per month to each is rather below than above their just expecta-
tions, and I would propose that a small addition should be made
to it, and that the addition should be dependent on their own
exertion to deserve it. H, for instance, an examination is held
in a regiment every six months and a teacher produces six ins-
tructed scholars, sepoys or sons of sepoys in the reginjent, capable
of sustaining wdth credit a thorough examination in any one of
the regimental school-books, then for every such scholar let the
teacher receive from Government one rupee in addition to his
fixed allowance and to the remuneration which the scholar may
bestow. Limiting the number of scholars to be passed by one
teacher eve^y six months to six, this would give each teacher an
addition of only one rupee per month throughout the year ; but
its effect, if paid only for the result of successful instruction,
would probably be considerable. If to increase the zeal of the
tea(*hers it were deemed advisable to double the money-reward,
the amount would still be moderate.
To call forth the exertions of the native soldiers and to
stimulate them to seif-improvement one other measure might
be adopted, the establishment of an English school in each regi-
ment to which those only should be admitted who had completed
the course of native instruction prescribed in the regimental
school-books. The hope of promotion held out by Government
to instructed sepoys, in addition to the other aids and stimulants
that have been suggested, will produce a good effect ; but I ana
assured by officers of experience that a knowledge of English is
anxiously desired and sought by intelligent native soldiers, and
460
RTATIi: OF EDTTCATION IN llENGAL
it seems obvious that such a bond of connection between tl\em
and us must be of the highest advantage to the Government.
The effect of all these measures, if systematically prose-
cuted, would be to rnalco the native soldiers intelligent instru-
ments of rule, wielded in proportion to , their intelligence with
greater ease and with greater effect. Su0h an education would
tend to emancipate the sepoys from the\ sinister influence of
brahmans, rnollas, and faiprs, and to identify them in feeling
and in principle with their European officers and rulers; and it
would furnish (lovernmeiit. with commissioned nalive officers —
a clasis in whom the men are well know^i to place their confi-
dence — whose knowledge of our language and participation in
our civilization would afford a sure guarantee for their fidelity.
Finally, a native soldier thus instructed, either proceeding on
leave of absence to his village or retiring from the service for
life, would carry with him both the feeling of attachment to his
English rulers, and the will and the power, to diffuse the know-
ledge and the civilization of wliich he has been made a sharer.
SECTION VIII
Houses of Industry and Experimental Farms
My chief object in this Section is to recall attention to
recommendations proceeding from the highest authorities which
do not appear to have received all the consideration they deserve.
Lord Moira, in the IMiuute of 1815, to which T have had
occasion repeatedly to refer, speaking of the state of public
tuition in the principal towns, adds — “ In these towns will also
be found the same medium scale of education for the class of
shop-keepers, artificers, and labourers as in the country villages,
but in these towms and principally in the chief station of the
zillah, and in the neighbourhood of our jails, will be found a
numerous population which seems to call for the particular atten-
tion of Government. I allude to the offspring of mendicants and
vagrants who, nurtured in idleness and vice, are destined to re-
cruit the ranks of the professional thieves infesting all great cities.
Houses of Industry for the education, employment, and refer-
Sl'ATE OF EbUOAT'lON IN BENGAL
461
mation of these infant profligates appear to be particularly
needed.''
The Court of Directors in a revenue letter to Bengal) dated
l'5th January, 1812, makes the following remarks on the means
of improving the system of Indian agriculture: — “ To a Govern-
ment taking an interest in the improvement of the country
with a view to the increase of its own revenue, it might be a
farther subject of consideration whether more could not be done
than has hitherto been attempted towards bettering the system
of Indian agriculture. The rural economy of the Hindus we
-understand, generally speaking, to be wretched in the extreme.
The rude'.ncss of tlieir implements, the slovenliness of their
])ractiee and total ignorance of the most simjde principles
of science are said to be equally remarkable. It has, however,
been stated in a late publication that the agriculture of some
])arts of Mysore (*onstitutes an exception to this remark, while
it sliowis the Hindoo farmer in certain situation to be neither
stupid nor indocile. Wliethcr the general system of cultivation
be susceptible of improvement, and whether Government can
successfully contribute to the ac(*omplishment of so desirable an
object, are questions, though of high moment, perhaps not easy
of solution. But if an attempt at improvement is at all to be
hazarded under the auspices of Government, it surely cannot be
made in any way with such prospect of success as when coupled
with a plan for rendering it subservient to the increase of the
Government revenue as well as to the prospei'ity of its subjects.
The nature of this attempt and the mode in which it ought to
be directed would rest witli those to point out w^hom residence
in the c^ountry and an intimate acquaintance with the characters
and manners of the natives may have qualified for giving advice
upon such topics. It is of all things desirable to ascertain
whether the rude implements and acajustomed processes of the
Indian peasant could he advantageously supplanted by those of
Kurope, and whether the establishment of experimental farms
in various parts of the country under the superintendence of
proper persons selected by Government for the purpose might
not be Useful, in the way of example, as a corrective of some of
the vices and defects of the prevailing system. We are fully
sensible that the poverty, prejudices, and indolence of the
natives of India strongly operate against improvement. These
4612
STATE 0^' EDtJCATION IN BENGAt
are, lu Jact, the most inveterate enemies to improvement in all
countries, but they arc nowhere invincible when met with pru-
dence, skill, and perseverance. We do not mean that we should
vexutiousl} interfere with the usages of the inhabitants, or that
we should attempt forcibly to change their habits, — far from it.
But on the other hand, when their habits are bad, let us not
plead their attachment to them as an apology perhaps for our
own indolence in not endeavouring to correct them. Our efforts
may for a long time be unavailing; but, if judiciously directed,
w’e do not despair of their eventual success.” — Selections, Yol. 1,
p. 66, paras. 99-105.
The Honourable Court points so directly, in the concluding
part of the extract, to another cause than “ the poverty, pre-
judices, and indolence of the natives of India ” operating against
improvement, that it is not necessary to t'orroborate this pres-
cient w'aming except by stating without comment that a period
of about twenty-three years has elapsed since Lord Moira’s
proposition w'as made for the establishment of houses of indus-
try at the eliici station of ea(‘h zillah, and a period of about
tw'enty-six years since the Court’s proposition for tlie establish-
ment of ex})eri mental farms in various parts of the country ; and
thfit there is as niiieh necessity now for re-urging the considera-
tion and adoption of tliese or similar measures as there ever w^as.
It may be hoped tliat tlie attention of (lovernment will now" be
revived to both these designs w ith some practical result ; and
wlien the suhj(‘ct shall re(*eiv(» full consideration, it w’ill probablv
appear that the Khas .Mahal? afford ample scope and means for
experimental farms and .houses of industry with a view’ both to
“ the increase of the (ioveriiment revenue ” and ” the pros-
perity of Its subjects.”
SECTION IX
Concluding Remarks
I hav^ now completed the duty that was assigned to me.
I have collected irifonnation respecting the state of native
Si'Al'E OF EDUGAT?ION IN BENGAL
m
uducation, reported the reauits of my inquiries, and recommend-
ed those measures liicli observation and rejection have
suggested. It is for Government to deliberate, to resolve, and
to act. 1 am by no means sanguine that my views will be
adopted ; and even it they iire generally approved with the
modifications which may occur to others, 1 would guard against
the supposition tJiat 1 desire or expect them to be all imme-
diately and simultaneously carried into operation. It is only by
gradual and constantly widening efforts perseveringly and con-
sistently directed to one object that the various agencies and
institutions 1 have indicated can be fully utilized. If 1 were
desired to state in what direction those efforts should be first
employed, I would earnestly recommend that a beginning should
be forthwith made with the series of measures suggested for the
improvement and extension of vernacular instruction.
To whatever extent the present recommendation may be
approved, and in whatever direction the efforts of Government
may be primarily employed, I disclaim the expectation of pro-
ducing a permanent or an extensive effect by education alone
unaccampanied by the other appropriate aids of civilization, or
by any means whatever, in a very short time. No change that
shall be at the same time salutary and lasting can be suddenly
produced on personal, much less national, character. The
progress of individuals and of classes in intelligence and morality
to be sure and satisfaidory must be gradual, and improvement
by an almost imperceptible process iuterwoven with the feelings,
thoughts, and habits of domestic and social life. Moreover, all
great results affecting the condition and cliaracter of a whole
people will be found to be attainable only by the concurrence of
many causes. The elfect of religion cannot be overlooked,
although it is a subject with which, in reference to the native
population, the Government of this country cannot justly or
safely meddle. The infiueiice of just and equal laws purely
administered, security, of person and property, freedom ot
industry and enterprise, protection from invasion and civil war,
moderate taxation, and improved internal and external com-
rnunioation, in one word, the influence of good government must
also be great in moulding the character of a people. But it
may be confidently affirmed that while education without tfaefief
can do little, these without education cannot do all, and thut
404
STAtE Otr EDtrOATION IN BENGAL
even what they can aecornplish will be much less complete and
stable than when matured, directed, and steadied by the intelli-
gence, the foresight, the consisteni'y of purpose, and the morality
of conduct which arc the proper fruits of mental cultivation.
Further, if it may be truly alhrmed that education alone is
inadequate to reform a people, a fortiori it will be admitted that
instruction of any one kind, through any ope medium, to any one
division of the population, or by means of \ any one class of insti*
tutions must be insufficient for the purpose ; and above all
must this insufficiency be maintained in a country like India
more I'csembling a continent, inhabited not by a single nation or
people of one language, the same religion, and similar manners,
customs and habits, but b\ numerous and wide spread nations
and tribes siieaking different languages, professing differenti reli-
gions, and existing in totallv dissimilar grades of civilization.
No one means, no one language, no one system of institutions,
can be adequate. All means, all the languages of the country,
all existing institutions should be made subservient to the
object.
The actual ))osition and prevailing policjy of Government
demand the. adoption of comprehensive measures for the promo-
tion and right direction of national eclucation. The position of
Government is that of foreigners on a sti*ange soil among people
with whom no common associations exist. Every district has a
single encampment of civil functionaries who administer its
affairs, and who are so engrossed with details of public business
while they remain in any one district, and are involved in such
a constant whirl of change from one district to another, that it
is almost impossible that any attachment can arise between them
and the people, or that either c-an generally appreciate what is
good in the other. We are among the people, but not of them.
We rule over them and traffic with them, but they do not under-
stand our character and we do not penetrate theirs. The conse-
quence is that we have no hold on their sympathies, no seat in
their affections. Under these circumstances, we are constantly
complaining of the w^ant of co-operation on the part of the people,
while we do nothing to elicit it where it would be useful, or to
make it intelligent and enlightenea, if it were afforded. A
wisely framed system of public instruction would, with other
means, help to draw the people closer to the Government, give
state of educ ation in BENGAL
405
the GoveniineDt a stronger hold on the affc(*tions of the peoi>lc,
and produce a mutual and answering sympathy between the
subject many and the ruling fcAv.
The prevailing policy of Oovernrnenl is chavacierized by
various measures more or less direcdly bearing on the present
question; by the equal eligibility to office of all classes of Her
Majesty’s natural-born subjects without, distinction of religion,
place of birth, descent, or colour; liy the extended, and constant-
ly extending, employment of native agency for the purposes of
local administration, by the ap})roaching geuca'al use of the
languages of the people in transacting the public, business of the
country, and by the legalized freedom of the press. These
immunities and powers were equally demanded by justice and
conceded by wisdom, but it must not be forgotten by tlie friends
ef improvement in this country that just in proportion as cavil
and political privileges tire extend(‘d, is the obligatioJi increased
to bestow upon the people that instruction which can alone
I'liable them to make a fit and salutary \ise of their expanding
liberties. Take, for instance, the measure which bestowed on
the country the liberty of unlicensed printing. The press is in
itself simply an instrument, a power, an agenc'y wdiich may be
eipployod either for good or for bfid purposes. The capacity of
such an instrument to subserve useful purposes is an exact
measure of its liability to abuse ; and the only effectual security
against the possible abuse of its y)ower must be sought in the
intelligence and morality of those who wiedd th^ instrument and
in the check imposed on them by tlie intelligence and morality
of the community which they address and to which they
belong. The measure, therefore, legalizing the freedom of the
press and all other measures tending to enlarge the civil and
political rights of the natives of the country are not in them-
selves either erroneous in principle, or necessarily injurious m
their consequences, but wdthout a national system of instruction
they wdll remain essentially imperfect, since it is instruction only
that can give a right direction to the use of these new powers.
As yet no time has been lost ; but if w^e would raise an adequate
safeguard against evils which may be distant, but which are
both possible and avoidable, Government will by a general
fiystem of instruction, timely established, teach the people
the proper use of the mighty instrument that has been put into
460
BTAtE OF EDUCATION IN BtlNGAt
their hands, and ol the various franchises that have been, and
from time to trine may be, bestowed.
Under any oireunistances, our 2)osition in this country re
quires Mary treading. In the actual ease we have done and are
doing Jittle to conciliate and not a liitle to alienate the good
feelings of the j)eople. individual cai^es, sometimes enlargin,^
into claisses, no doubt exist w'here a feeling of attachment to
the English rule called forth by peculiar circumstances is strong
and decided so long as those circumstances last and so far as
their effect is felt. But among certain other classes dissatisfac-
tion IS not sought to be concealed; and the utmost that can l)e
said of native societ} in general, oven in its most favourable
aspect, is that there is no iiostiJity, but in place of it a cold,
dead, apathetic indifference which would lead the people to
change masters to-morrow without a istruggie or a sigh. A
system of national instruction, if judiciously executed, w’ould
be the commencement of u new era in the spirit and principles
ol our Government. Excluded as we are from much social inter-
course with the natives of the country, it w’ould be one of the
most effectual means that could be employed to throw’ down
the barrier which the pride of foreign rulers and the prejudices
of native society have combined to raise. In proportion as the
sclieme was extended over the country it w’ould 2>lacc
Government m fi’iendly relations with every city, town, and
hamlet, with every head of a family, with every instructor of
youth, and with the entire juvenile pojiulation speedily to
become the instructed adult population of the country. It W'ould
constitute a chain, the links of which would be found in e’^^er)
village and at every liearth. It w^ould iiroduce men not on!)
able to understand tiie measures of Government, which w^oukl
be something; but, wdiat would be still better, morally disposed
to appreciate the good intentions of Government and to co-
operate in carrying them into effect.
Sovereigns and chiefs of nations! ” says De Fellenberg,
“ the fruitful source of sedition, of crime, of all the blood whicb
flows upon the scaffold, is owing to the erroneous education of
the jpeopJe. Landlords! It is here you must seek the cause ol
all those obstacles which the idleness and growing^yices of the
labouring, classes oppose to the increase of the produQe of your
estates.” — ” By degrading the people we dry up the richest
STATFi OF EbFFATlON IX BENGAL 4(>7
source of power, of wealth, and of happiness which a State can
possess."
"In tlio infancy of the British administration in this coun-
try,” says LcTrd Moira, ‘‘ it was perhaps a matter of necessity to
('onfiiie our legislation to the primary principle of justice, * not
that nice and delicate justice, the offspring of a refined humanity,
hut that coarse thougli useful virtue, the guardian of contracts
and promises, wliose guide is the square and the rule, and whose
support is the gallows.’ The lapse of half a century and the
operation of that principle have produced a new state of society
wliicli calls for a more enlarged and liberal policy. The moral
duties require encouragement. The arts whieh adorn and em-
bellish life will follow in ordinary course. It is for the (Tedit of
the British name that this beneficial revolution should arise
under British sway. To be the source of blessings to the im-
mense population of India is an ambition worthy of our country.
In jiroportion as wo have found intellect neglected and sterile
lu‘re, the obligation is the stronger on us to cultivate it. The
field is noble. May we till it worthily!”
Calcutta ;
W ADAM.
28tli April, 1838.
APl'ENDLX
f
BujJiF VlJiW OF Tllji TahT and rilKSK^^T STATE OF YejinACULAU
Education in Benoal.
Early effuils in Vernacular Educaiion : -May's Schools in Cliinsurali,
1815; Captaui Stewarts’ Burdwan Schools, 1810; Marshiiian’s Schools
at Serampoiv, ]817 ; Hare and Kadhakania Heva’s Schools in Calcuttn,
1817; Tli(‘ Oalentta School Society, 1818; Introduction of the Circl(‘
School S> stein, 18‘21. Some interesting sidelights on the working'
of the juithfinlius. Fatt* of Adam’s Bepoils; lus rosignatioii, 1831);
Thomascai’s experiments in Vernacular Educaiion in Agra, 1843;
Sti iking results of Vernacular Educaiion; The Agra Jail Experiment,
1851; Lord Dalhousie on Vernacular Education, 1864; The Court’s
Besjiatch on Veinaciilar Education, 1854; Tjord Stanley on Vcrnaculai
Education, 1850; Sir C. Wood’s TVspatch on Mass Education, 1803
and 1864 ; Howell on Mass Pldiieation, 1867 ; Woodrow’s Circle School
Systiun, 1850; Loixl Stanley’s Desiiatch, 1850; Government enqniue^
on Veina(‘ular Education, 1850; Sir 3. Peler Grant’s plan of Mass
Jiducatioii, 1860; Bayley on the Education Cess question, 1868; TIu’
Governor-General on the Education Cess, 1868; Long’s letter to the
Governor-General containing his scheme for the Extension of Vermi-
cular Education, 1868.
Oriental Education — Dr. Smilh’s letter to (’alcutia University on the
subject; Oriental Education in the Punjab; Mahoincdan Education;
Veinacular Education for MahonK'dans. Agricultural Education.
Medical pAluc-ation in the Vernacular. Night Schools; Mixed
Schools; The latest statistics of education; The* Granl-in-Aid System
a failure for the mas-sca; Vernacular Education — Cheap Books for
Vernacular Education ; A local cess on the land considered necessarN ,
Success of local land i-ess m Bombay; The great urgency feir Mas^
Education ; Coiiehisioii.
Adfiiu's Beporls on Vornacular Education in Bengal liavT'
long been held in high cstoeni for their valuable statistics ami
researches on a subject of great social and political iinportanc''
— the intellectual <‘ondition of the masses of Bengal. The in-
vestigations were conducted with great diligence, and extended
over a space of three years, at an expense to Government of
more than a lac of rupees. In some points, as was to he
exjjected from the difficulty of the enquiry, there are inaccu-
racies, but, on the whole, they afford a mass of infomation of ,
great value.
STATE OF EDUCATION IN BENGAL
469
As more energetic measures are about to be adopted to-
wards the extension of Vernacular .Education in Bengal, and as
the Reports have long been out of print, it lias been thought
desirable to re-print those parts of them wliich bear on this
vital question.
But as Adam’s Reports close with 18^18, it has bec'U deemed
necessary to give a rrairnir of wdiat has been done in Bengal
since that period tow^ards can*ying out a system of Vernacular
l^^ducation, as well as to glance at its previous condition.
Mr. Ellerton at IMalda established some Veiiincular Schools
in the beginning of this century, and in the leisure of his Factory
composed various Bengali books for the use of his scholai's. In
1814, Mr. May, a INTissionary, began his iirst Vernacular School
in the Dutch Fort of Cliinsura. Jn Juiu', 181/3, he bad 10
schools and 95\ ])U])ils, which soon increased to twamty-six
s(‘hools, besides some ten others six miles below (Miinsura, visited
by him and his assistant sixty times every three months. Tn
1815, Lord Hastings made a monthly grant of Rn])ees 600 to
the schools, and stated in a minute on the Schools, “ the
hinrible, but valuable, class of village schoolmasters claim the
first place in this discaission. " In 1810, there were 2,186 pupils,
and a school for instructing teachers w^as commenced. In 1818.
there w^ere thirty-six schools and 8,000 pupils — but Mr. May
was cut off by death, and Mr. Pearson then took charge. Mr.
May’s labors excited such interest, that after his death money
arrived in Bengal from friends in America for the support of
his schools. Mr. Lushington, Secretary to Government, in his
lihtory of Calcutta ReJigiouft and Benevolent Institutions,
remarks — “ it may be safely asserted that the foundation of
more extensive and higher knowdedge is snrely laid in the estab-
lishment of those schools;” they w^ere all conducted on the
Bell and Lancaster system, w^hich Mr. May had introduced into
■them with great success. Government availed itself of the
services of Messrs. Pearson and Harley, w^ho were Missionaries,
to establish a number of Vernacular Schools between Kalna and
Ghandernagor. Crowds attended the schools, but their efforts,
through not having suitable successors, were not followed up.
Yet the seeds of knowledge they sowed in the Vernacular have
fructified into the English schools which are now in Chinsura.
Some of the best Educational Works in the Vernacular were
470
STATE OF EDUCATION IN BENGAL
composed for those scJiools. In 18J0, Messrs. Pearson and
Harley had under their superintendence at Chinsura seventeen
schools and 1,500 children; at llankipur twelve schools and 1,260
cliildren, all conducted on the Madras system, and supported by
CTOvernment at an expense per mensem of Rupees 800. Dr.
Bell’s Instructions for modelling schools ” were translated
and introduced. Mr. Pearson writes — “IJ have heard it spoken
of by the Natives as wonderful to .see ti boy in tears at losing
his ])lace in the class.]’ The Court of Directors made a special
grant to those schools, h\ which (he pui)ilfe learned more rapidly
than in the common schools.
Taishington, in his “ History of C'alcutta Religious and
Benevolent Institutions,” gives tin* following notice of Mr
May ’s exertions : —
“ At the beginning of July, 1814, this benevolent and meritorious
individual, while residing at ChinRiira as a DiBRenting miniRter, with ri
very narrow income, opened a school in hi8 (Iwelling-hoiiRe, proposing
gratuitously to leach (he natives reading, writing, and arithmetic. On
the first day, sixteen boys attended. In the course of the month nf
August, th(' scholiirs became too nuinerous to be iiccommodated under
bis lowly roof; a spacious apartment being allotted to him in the Foit
by Mr. Forbes, the Commiss oner of (liinBura, the list of attendance at
the commencement of October had swelled to ninety-two. In January,
1815, Mr. May opened a village or branch school, at a short distanre
fiom Chinsura. and in the following month of June, not twelve months
since the commencement of his undertaking, he had established sixteen
schools, including the central one at Chinsura, to which 961 pupils
resorted.
“ Mr. May encountered some slight impediments in the commence-
ment of hia labours from the prejiidices of the natives; chiefly, ho\\'
ever, among the old teaithers of the indigenous schools, who, from in-
t-erested motives, naturally did not fail to foment the apprehensions at
first entertained by some, that he intended to convert them to Chris-
tianity. His W’ise and cmiciliatory measures, however, soon removed
distrust from their minds, and satisfied them that he meditated no inter-
ference with their religious opinions. The objection of the school-masters
did not long exist, for the extension of the branch schools on the new
principle, ultimately created a demand for additional teachers, who
were, in many cases, provided from the class above mentioned. Although
the opposition alluded to was ultimately overcome, it must not be sup-
posed that the establishment of the schools wag achieved without consi-
derable difficulty : the introduction alone of a new plan of education
among an ignorant people, notorioui^ for their indolence, apathy, and
4ktta«4inient to established habits, involving frequent journeys, visits,
STATE OF EDUCATION IN IJENGAL
471
and conferences, effected in an hostile climate, and with very imperfect
accommodation, required no common exertion of patience, self-denial,
fortitude, and perseverance. Add to this the labor of superintendence,
and Mr. May’s indefatigable efforts may be justly appreciated. The
branch schools were situated, some of tlfem ten miles above, and some
six miles below, Chinsura ; nevertheless, Mr. May and bis assistants
contrived to visit twenty-six branch schools sixty times in three months.
“ The success of Mr. May, and his unexceptionable ujode of intev-
eoiirse with the natives liaving been brought by Mr. Forbids to tlu^ notice
of the Governmeni, a monthly sum of 600 rupees was granted to enable
Mr. May to prosexiute Ins undertaking, Mr. Forbes being desired to
superintend the detailed application of the funds.
“ Towards the latter end of 1815, the attendance on Mr. May’s
establishments was somewhat diminished by the foniial'.on of several
schools by natives, partly from motives of ostentation, and partly with
views of opposition to Mr. May; but it soon became manifest that bis
plan of education was as inoffensive to their ))i(‘jiuliccs, as it was
Bupcr’or to ilieir own mode of instruction, and its progress now excecdi'd
Ins most sanguine expectation.
*■ The attendance of the ebildren in the Fort being imonviMiiimt,
the central school w'as renioveil to a short distance from Chinsura, and
Mr. May, adverting to the increase of the schools, and llu' great aug-
mentation of tlie^iumbci of children on tlic books, which amounted,
early in 1816, to ‘i,136, projected the formation of a school for teachers,
as necessary to the extension of his plan, and the p<*rpet nation of the
means of instruction, A few youths weie accordingly taken on proba-
tion, their education, Food and clothes being furnislu-d to them free of
exjiense. After performing for a lime the duties of monitors at the
central school, and receiving more especial iDstructions from Mr, May,
they were sent to the village schools to learn acciiiately the plan observed
there, and tlius they became qualified to discharge the duties of instruc-
tors themselves, fio popular was the latter institution, that a blind man
jierformed a journey of three day's on foot for the purpose of securing a
place in it for his nephew.
“ Nor did the higher class of natives in the vicinity withhold their
confidence from the general scheme of education. Tlie Rajah of Burdwan,
and two other individuals of consideration, each established a school, the
former of whom subsequently transferred his school to English superin-
tendence. From the earliest stage, one- third of the children in attend-
ance at the seliools were Brahmans. At first a Brahman boy would
not sit down on the same mat. with one of another caste. The teachers
also made the same objection, which has of late been voluntarily
relinquished.
In August, 1818, Mr. May’s course of usefulness was arrested
by death; but this excellent man was not removed from tha scene df
472
STATE OF EDUCATION IN BENOAU
his labours until ho hutl witnessed how cojiipletc was their present bene-
ficial operation, to which satisfaction h<* might have added, had his
modest atid unnsHuming nature admitted of it, the anticipation that
future generations would be indebted to his care for their redemption
li'om Ignorance , and degradation. At the tine of his decease, the exist-
ence of thirty-six schools, attended by above 3,(X)0 natives, both Hindus
and Mohammedans, attested his zeal, his prudence, and benevolent
perseverance. Mr. May* was succeeded in the* charge ol the Government
Schools by Mr. Pearson, who, assisted by Mr. Harley, followed/ his
hKjtsteps with equal ability and judgment. Tin* endeavours of tliese
gentlemen were, at first, chiefly directed to the introduct'on of fuAther
improvements in the native education, the plan of instruction aproach-
ing, as neaily as possible, to that adopted in the National Sociely’s
Schools in England, with the modifications suggested by local cireilm-
stances, and some' ingen oiis and expedient additions made by the new’
managers.”
The work of Vernacular ediicaiion in connexion wii.h the
Churcli Missionary Society, nas begun in ‘Biirdwan under llie
superintendence of Captain Stewart in 1816, by bis esttibliahing
two Vernacular Schools; in 1818 tliev increased to ten, contairi-
ing 1,()(X) children, costing nionthlv 240 nijiees. Captain Stewart,
at the connnencetnoTit o+' his labours, eticountered considerable
o])posiiion : reports ^\ere industriously circulated ainong ibe
natives that it was his design to ship all the children to
England, and it was then sufficient objection to a book being
read if it (contained the na7nc of Jesus, and a case occurred near
Burdwan where a Hindu, rather than give up liis child to be
educated by the luissionary, left it out at night to be devoured
by jackals! There were five Brahiiianical schools in Burdwan,
the masters of wliudi were afraid that their own institutions
should be broken uji by the Missionary School; they, therefore,
fulminated curses against any natives who should send their
children to Captain Stewart’s schools, but he chose his teachers
from the ablest natives in the villages where his schools were to
be estabilshed, and thus he disarmed op])osition by the bait of
interest, and the five Brahmanical schools were soon abandoned.
The introduction of printed books into the schools at first caused
some alarm; the natives apprehended it was some plan for
ensnaring their children and destroying their caste I as all
instruction was previously conveyed through manuserpt, and it
was remarked of the village masters, “ if you put a book into
state of education in BENGAL
473
their hands, they are unable to read it, exce])i with great diffi-
culty, and are still less able to understand its general contents.*’
Captain Stewart carried out the system of the late Mr. May, of
Ghinsiiia, with improvements of liis own. l^esidcs the outlines
of astronomy, and of the History of England, which were in-
troduced into these schools, Captain Stewart also caused
instruction to be given “ in some few of the preambles of the
Honorable Company s Regulations, which are particularly cal-
culated to convince the people of India that Government
anxiously desire to promote their (iomfort and advantage. In
reading these, their first and most dee]jl y-rooted impressions
are in favour of their rulers, and submission will consequentlv
follow from attachment and love.”
The Rev. T. Robertson, in 1818, makes the following
remarks respecting the mode of tuition: —
“ Once a month the head classes from all the schools are brought
into Burdwan by their respective teachers, when a general examination
takes place. It is thus seen which of the schools has made the greatest
pi’ogress. Two classes are confronted with each other, and examined
by tlic visitor in all the subjects learned during the past month. After
this the boys are allowed to question each other. The highest boy of
one class puts his question to the highest boy of the other ; if he cannot
reply, it passes down to each in succession, until it reaches the last. If
any boy is able to solve it, he takes precedency; but if not, a mark is
made of the failure. This class is now at liberty in its turn to put a
question to the other; which, if not answered, is noticed as in the former
ease. Tn the end it appears who is the conquered party. It generally
liappens that tlie vanquished party now challenges the opposite class to
contend in some other subject ; and thus a new trial of strength com-
mences. As the children arc in the habit of writing from a thesis,
they arc on this occasion publicly tried as to their progress. A thesis
being given, each boy writes it down on his slate, and endeavours to
arrange his thoughts on the subject. When all have finished, their
productions are read aloud, which excites much emulation, and affords
at the same time great amusement. Nothing can exceed the animation
and eagerness of the boys to excel in these trials. Indeed, we should
look in vain for an equal degree of emulation in Europe.
“ In our seminaries the children know of no precedency but that
which is derived from merit. The Brahman sits by the side of his
ignoble neighbour, and must be content often times to stand below him
in his class. On the contrar3% the boy of inferior caste, if he excel the
Brahman, which he oftentimes does, begins to believe a maxim true
83 '^ 18 S 6 B'
474
STATE OF EDUCATION IN BENGAL
which he learnt in his school book, that God hath not created men with
rights differing from each other, bnt that he hath created all men of
one blood to dwell on all the face of the earth.”*
When the Calcutta School Society undertook, in 1819, the
management of a number of Vernacular Schools in Calcutta, it
sent its superintendent for five months to Burdwan to learn the
system of Captain Stewart’s schools, as he educated a greater
number of children with fewer teachers, and at half the expense
of the old system. \
Writing by dictation, and giving the morals of fables ^ut
of their class-books, also formed a part of the course of instruc-
tion. “ The boys themselves delight in the lively application of
n fable, and the attempt to give it sharpens their wit, and im-
proves fheir language, — moral truths come to them with n sort
of fascinating conviction, when dressed up in the form of a
fable.” The following questions are a specimen of this mode of
instruction: — “ What is it unwise to do? To do anything with-
out donsideratiou. — E^xaimple : The Lion and the Fox. How
is a man’s want of ability shown? By his attempting to do
what is beyond his capacity. — Example: The Spider and Bee.
How may we promote our own happiness By giving help to
our needy neighbour. — Example : The Dove and Bee.*'
Tn 1817, Dr, Marshman published a valuable work “ Hint
relative to Native Schools;” it gave the sketch of a system >f
National Education ; one ohjecl he laid down was —
A peasant, or an artificer, thus rendered capable of writing as
well as reading his own language with 'propriety, and made acquainted
with the principles of arithmetic, would be less liable to become a prey
to fraud among his own countrymen, and far better able to claim for
himself that protection from oppression, which it is the desire of every
enlightened government to grant.”
Besides the ordinary reading, writing, and arithmetic, were
lo be taught “ a concise but perspicuous account of the Solar
System preceded by so much of the laws of motion, of attraction
and gravity, as might be necessary to render the solar system
plain and intelligible. These ideas, however, should not be com-
* The First Report of the Calcutta Corresponding Committee, pp. 7, 10.
STATE OF EDUCATION IN BENGAL
476
inunicuted in the form of a treatise, but in that of simple
axioms delivered in short and perspicuous sentences. A com-
pendious view of geography, and a number of popular truths
and facts relative to natural philosophy were taught. In the
present improved stale of knowledge a thousand things have
been ascertained relative to light, heat, air, water, to meteoro-
logy, mineralogy, chemistry, and natural history, of which the
ancients had but a partial knowledge, and of which the natives of
the East have as yet scarcely the faintest idea. These facts,
now so clearly ascertained, could be conveyed in a very short
compass of language, although the ])rocess of reasoning, which
enables the mind to account for them, occupies many volumes.
Imparting to them that knowledge relative to themselves, io
their responsibility for their actions, their state both here and
hereafter, and the grand principles of piety, justice, and
humanity, which may leaven their minds from their earliest
youth.” Tables printed in large type and ]){isted on boards
were to be suspended round the room, and to be used for read-
ing exercises. One peculiarity of the plan was —
“ Instruction of a higher order was to be given from diclation. The
monitor, with the text book in his hand, was to pronounce a portion of
each scnirnc(' audibly and deliberately, cacli hoy writing it down in bis
co])v book. When the lesson of the day was completed, it was to be
revised by the monilor, and the number of errors inserted at the fo(.t
of the page. Each boy was tlien to read it aloud in succession, sen-
tence by sentence. The advantages of this scheme of instruction were
obvious ; one printed book served for a dozen children ; they made pro-
gress m penmanship and ortliography, and also acquired a facility of
reading and writing their owm language. A spiiit of animation and
emulation was created, and instruction was combined with pleasure.
The most important facts and truths, thus written from dictation and
read over three or four times, could not fail to remain deeply impressed
on the memory.’*
The ex])ense of each School was reckoned af 16 rupees a
month. They were successful; 100 Schools were established
among the Natives; in the first y^ear 8,000 rupees were received
in subscriptions and donations.
“ They had establiBhed an experimental Normal School at Seram-
pore, in w'hich the masters then employed by them had been, to a cer*
tain extent, trained to their new duties. The first school opened on this
476
STATE OF EDUCATION IN BENGAL
plun was at tlu* village of Nabobgunge, ub(jut four miles distant from
Seraiiiporti, To conciliate the iiihab tants, they had been desired to
select a master thcmKclves, whom they sent to the training school.
Village after village had followed the example, and despatched the indi-
vidual of their choice for instruction to Serarnporo. Nineteen schools
had been established within the circle of a few miles, and all at the
request of the people themselves. In some instances, men of influence
had offered their own houses, and in other cases the family templ^, for
a school-room ; houses had in some places been erected by men of pro-
perty in the hope that they would he rented. Children were attracted
to the schools from the moat respectable families, and one particular
school numbered ten Brahman youths. In one instance, a body' of
more than twenty hoys came to Serampore from a distance of mpny
miles, accompanied by the principal inhabitants of the village, to solicit
the establishment of a school.*’*
Previous to 1817, David Hare, a name dear to the Natives,
a watchmaker by trade, instead of retiring to Europe, had
devoted his remaining years and savings to Native Education.
He, in conjunction with the late Eaja Eadhakanta Deva, a Sans-
crit scholar of European celebrity, employed much time in im-
proving the existing Vernacular Schools. One of his pupils, who
studied at one of the Vernacular Schools established by liim in
Calcutta, thus desc.ribes his efforts —
“ Mr. Hare's educnlional efforts were directed in the first
place toward the encouragement of the Vernacular. He su])-
]ilemeTded the deficiencies of uumerous (luru ])athshalaR by the
employment of inspecting ])undits and the grant of ])rinted
books. Periodical exarninatkms were also held at Eaja Eadha-
kanta Deva/s Oarden House, and prizes given. Pie then estab-
lished a sort of Central Vernacular School directly under the
School Society. This was a large institution and numbered
about 200 boys. It was the best Vernacular School of the day.
For the encouragement of regular atteudaTice, each child got
eight annas a montli if he was not absent a' single day during
that month. If absent only one day he got six annas; if two
days four annas, and if he vverti ahseJit more than two days then
he got nothing. Distinguished lads from the Vernacular Schools
were sent to the Hindoo C’ollege, in which the Society always
* Life of Marshraan, Caiey, Ward, Vol. I, p. 127.
STAI'k of education in benoal
477
HJiiiniained 30 boys. An Englisli School was afterwards estab-
lished adjoining the Central Vernacular — a number of select
boys of the Vernacular School would attend the English classes
also. It was thus — Ironi sunrise until 9 a.m., Vernacular j
from lOi A.M. to 2^ p.m., English; from 3^ p.m. to sunset, Ver-
nacular again.”
In 1817, the Calcutta School Book Society was founded to
prepare and publish cheap books for Native schools; however,
this Society has not yet given cheap books adapted to the
masses, as 7io books ^ previous to 1817, were used in the indigen-
ous schools, in May, 1821, this Society received from Govern-
inent a donation of Eupees 7,000 , and a monthly grant of
Kupees 500.
In 1818, the (‘ale alia School Society was founded (under
the presidency of the Marcpiess of Hastings) with the following
object : —
That its (Ittbij'n bo in asKist mid iinprnvn existinj schoolw, and to
establish and support any liiithcr schools and seniinancs which may be
requisite; with a view to (he inoie general dilTiision of useful knowledge
amongst the inhabitants of India of every description, especially within
the provinces subject to the I'^rcsideiicy of Fort William.
“ Tliat it be also an objeid. of this Kociety to select pupils of dis-
tinguished talents and merit from elementary and other schools, and to
provide for their instruction in hcniinanes ol a higher degree; with
the view of forming a body of (piulified teachers and translators, who may
be instrumental in enlightening their countrymen, and improving the
general system of education. When the funds of the Institution may
admit of it, the maintenance and tuition of such pupils, in distinct
seminaries, will be an object of importance.”
In 1821, it had 115 Vernacular Schools, containing 3,828
scholars, under its patronage, i.e.j it gave books, examining and
superintending the schools by its officers and agents. In 1823,
they received a monthly grant of Kupees 500 from Government,
and worked admirably until 1833.
Adam’s Report, pp. Off, gives a fuller detail respecting it.
In 1819, the London Missionary Society directed its atten-
tion to Vernacular schools, ” impressed with a sense of the
exceeding great importance of well conducted schools in this
country.” They established them in 1820 at Ohitla and other
places in the neighbourhood of Tallygunge, but there were strong
478
STATK OF EDUCATION IN BENOAL
prejudices at that iiine amongst the natives against attending
sc 5 hools whore tJie Sciipiures were read. Still in 1820, a Verna-
cular School attended by 25 boys was opened in a bungalow
chapel at Kidderi)ore.
The Calcutta Church Misnionary Association had for many
years 600 children under instruction in their Vernacular Schools
in Calcutta. The Baptist Missionary Society had also sevjeral
liundreds. \
In 1821, the Calcutta School Society transferred Rome\ of
its schools to the Church Missionary Society, and Mr. Jet^er
bccajne Superintendent of them. An examination of 600 betys
took place in 1822; Sir E. H. East, the Chief Justice, wdio wits
one of (he founders of the Hindu College, presided. Mr, Jettei*
states, in 1822, that the niention of the name of Jesus in a hook
has kept se\eral ho^s away from school; that on introducing
writing hy dictation into a, class, he oflfei’ed one hoy a tract as a
prize for his good dictation, — the hoy flung it on the ground
saying it confaijied the woi'ds of Jesus Christ. Jti one of Mr.
J otter’s schools, the teacher objected to instruct the hoys out
of a hook in which the name occurred, on which a Brahman
stood up and said— -do Jiot he afraid, 1 have read the book, and
am not a Christian : this gave coiihdence, and the book was
read. The C’hurch Missionary Association in 1824 took the
greater part of these schools under their management. In 1825,
Mr. Beichardt, on every Saturday evening, exj)iained to the
pundits the books taught by them in the schools: “ their atten-
tion is increasing, and their inquiries often lead to irn])ortant
discussions; they are alternately instructed in the scriptures,
the catechism, and geography; one of them reads a sentence,
after which he asks the other the meaning of the words; I ask
them questions arising from the subject, and put them in the
way of questioning their scholars.” Mr. Eeichardt, who
superintended tw^elve Vernacular Schools, containing 700 boys,
gives, as the result of his experience, the following discourag-
ing circumstances connected with the Vernacular Schools of that
day : ” It is optional with the boys whether they come or
not, as the parents do not compel them. Festivals and
inamages give perpetual interruptions. Conversation at home
is like a mildew on any sound principles or good manners : near-
ly all the good seed sown at schools is choked by the bad j
StATK OF FDUCATJON+ IN BENGAL
470
practices in which the boys* relations and friends live. Tlic
teachers are indolent.*’
Miss Cooke began, in connection with the Chnrch Mission-
ary Society, and under the patronage of the Marchioness of
Hastings, Female Schools in Calcutta in 1821. Though previous
to that some desultory efforts had been made by a few young
ladies; in 1822, she had twenty -two Schools and 4(X) pupils. The
Central School was founded in 1824, and in 1837 the Agarpara
Orphan Refuge.
About 1822, the Christian Knowledge Society began the
system of “ School (Hrcles/' each circle containing five Bengali
SchtKjls and one Central School. One of those circles was called
the Tallygunj, another the Kasiporo, another the Howrah
Circle; in 1834 they contained 697 pupils, l)ut being siibsecpient-
ly transferred to the Propagation Society, the funds of the latter
\vere appropriated to other operations, and the Schools were
given up.
These are the first instances of Circle Schools, w’hich are
now becoming increasingly popular in Bengal.*
A few desultory efforts continued to be made in subsequent
years, a battle raged between the Orientalists and Anglicists,
and the masses were overlooked. Lord W. Bentinck with real
sympathy for the people and for works of peace gave encourage-
ment to roads and education.
Mr. Adam, originally a Missionary, came forward, and, on
the 2nd of January, 1835, addressed a letter on the subject of
popular education to Lord W. Bentinck, to which his Lordship
gave a re^dy on the 20th of the same month. The letter and
Lord W. Bentinck’s Minute are to be found in the introduction
of the present volumes.
•r There were in the Kasipoie Circle three Schools with an average
atieudauce of 220 boys, in the Tallygimj Circle sc\cn Schools and 660
pupils ; in the Howrah Circle six Schools and 052 pupils as an average dady
attendance. There was a Guru to teach; while the Pundit and Superin-
tending Missionary visited the Schools by turns. Scripture, Grammar,
Geography and Natural Philosophy were taught. Each School cost Rupees 16
monthly ; the Guru was paid according to the number and profiaency of the
scholnrs in the first four clasBes,
48()
HTATl^ OF EDUCATION IN BENGAL
Adaiij’s s,ysteui of Vernacular Education was based pretty
much on the old municipal s\ stern of the Hindus, by which
each village had its Chief, its accounts, its priest, smith, car-
])enter, potter, barber, washerman, poet, doctor, and, though
last, but not least, its village or hedge School-master called a
Guru Maliashaij. The village system was a brotherhood, it has
survived the ruins of Empires; as Lord Metcalfe wrote, Hiijdu,
Pathan, Mogul, Mahratla, Sikh and English are all masters in
turn — but the village community remains the same.” Bengal
is an exception. \
Mr. Adam calculated there were more than 1(K),(K)() of theije
schools in Bengal and !Behar, and that the great object ought
to be not to siiporsede, but to supplement them. He has fur-
nished in his Jieports full information of the subjects taught,
the teachers’ pay and emoluments, but one peculiar feature in
those schools lie has omitted — the singular jiunishments resorted
to. Wo extract from the (hilcutta Hoviow, No. IV., p. 334, a
des(}ription of 15 different kinds of punishments used; th(\se.
however, are now gradually falling into disuse —
“ A boy 18 to bend forward with liia fare toward the ground;
a lieavy brick is then jxlaced on his back, and another on his neck ; and
should ho let either of tlioin fall, wilhin the prescribed period of half
an hour or so, he is punished with the cane.
'* A boy 18 condemned lo stand for lialf an hour or an hour on one
foot; and, sliould he shake or quiver or let down the uplifted leg before
the time, he is severely punished.
A boy is made to sit on the floor in an exceedingly constrained
position, with one leg turned up behind his neck.
“ He is made to sit with his feet resting on two bricks, and his
head bent down between both legs, with his hands twisted round each
leg so as painfully to catch the ears,
“ A boy is made to hang for a few minutes, with his head down-
wards, from the branch of a neighbouring tree.
“ His hands and feet are bound with cords, to these members so
bound a rope is fastened, and the boy is then hoisted up by means of a
pully attached to the beams or rafters of the school.
“ Nettles, dipped in watef. are applied to the body, which becomes
irritated and swollen ; the pain is excruciating and often lasts a whole
day ; but, however great the itching and the pain, the sufferer is not
allowed to rub or touch the skin for relief, under the dread^ of a flagel*
lation in addition.
OF EDUOAflON IN BENGAL
481
The boy is put up in a sack along with some nettles, or a cat,
or some other noisome creature, and then rolled along tlie ground.
Ihe fingers ot both hands are inserted across each other with a
stick between and two sticks without drawn close together and tied.
A boy is made to measure so many cubits on the ground, b^i
marking it along with the tip oJ his nose.
“ Four boys are made to seize another, two holding the arms and
two the feet ; they then alternately swing him and throiv him violently
to the ground.
“ Two boys aie made to seize another by the ears; and, with these
organs well outsti etched, he u made to run along for the amusement of
the by-standers.
“ A boy 18 constrained lo pull his own ears; and, it he fail la
extend them siithcienlly, he is visited with a sorer chastisement.
“ Two boys, when both have given offence, are made to knock tlicir
heads several times against each other.
“ The boy who first comes to school in the morning receives one
stiokc of the cane on the palm of the hand, the next receives two
strokes, and so each in succession, as ho arrives, receives a number cf
strokes equal to the number of boys that preceded him,— the first being
the privileged admimslrator of them all.”
On the tricks played on the Guru Mahashay. In preparing his
hookah t it is a common tuck for the boys to mix the tobacco with
chillies and othei pungent ingrcdioiils ; so that wlieii he smokos, ho is
made to cough violently, while the wiiolc school is convulsed with
laughter ;— or, beneath the mat on which lie sits, may be strewn thorns
and sharp prickles, which soon display their effects in the contortions of
the crest-fallen and discomfited master; — or, at night, he is way-laid by
his pupils, who, from their concealed position in a tree, or thicket, or
behind a wall, pelt him well w’lth pebbles, bricks, or stones; — or, once
more, they rehearse doggerel songs, in which they implore the gods,
and more particularly Kali, to remove him by death — vowing, in the
event of the prayer being heard, to present offerings of sugar and
cocoanuts,”
On the plans for escaping from school . — “ The boys have cunning
plans for escaping from school : To throw boiled rice on domestic vessels
ceremonially defiles them ; — hence, when a boy is bent on a day’s re-
lease from school, he peremptorily disobeys his admonishing mother,
saying, No; if you insist on my going, I shall throw about the boiled
rice — a threat which usually gains him the victory. If a person of a
different caste, or unbathed, or with shoes on his feet, touched the boiled
rice or pot of another, it is polluted; hence, when a boy effects his
escape from school, he often hastens to some kitchen, touches the boiled
rice, or the pots in which it has been boiled, and thus becomes himself
polluted; ai|d until he bathes, no one can touch or seize him without
482
STATJ:: Ol’ KDUCATION IN BENGAL
lit'iii,; |)()lliiled I<kj. A tejnix)rary impunity is thus secured. At other
linu's the l)oy finds his way to filthy and unclean places, whore he re-
mains for hours or a whole day, defying the master and his emissaries
lo loijcii him — know ng full well that they cannot do so without partaking
of his own contracted pollution. So detcrni ned are boys to evade the
torUn-ous system of discipline that, in making good their escape, they
often wade or swim through tanks, or along the current of running
drains, with a large earthen pot over their heads, so that the sfuspicion
of passers by, or of those in pursuit, is not even excited — seeing that
nought ajiiiears on the surface but a floating pot ; — or they run \off and
climb into the loftiest iieiglibouring tree, where they laugh to scorn the
etforts of i heir assailants to dislodge them. In the recent easel of one
ptMsonallv known lo oiir informant, Ihr runaw^ay actually remained for
lliicc (lays on the top of a <‘oeoanut tree, vigorously hurling the Voeoa-
nuts, as missiles, at the heads of all who attempted to ascend for the
])urpus(' of scciiniig him.”
Sucdi wore 11 k‘ si'luMils, — no wonder* Mr. Adam concluded:
his Keports with the followrig remarks: —
1 cannot, iiowever, expect that the reading of the report should
convey the impressions which I have reee ved from daily witnessing the
mere animal-life lo which ignorance ('onsigns its victims, unconscious of
any wants or enjo\immts Ix'^oiid those w’hieh they participate with the
hcasts of the field — iincfuiseioiis of ruiy of the higher purposes for which
CMstencc lias heen bestowed, society lias liecri constituted, and govern-
ment IS exercised. ] am not acqnamicd with any facis which permit
me to suppose that, in any othei country subject to an enlightened
(jorcnimcnt, and brouyhi info direct and immediate contact icith Euro
pearl civilization, in an equal population, there is an equal amount of
ujnoiancc with that which has been sjiewn to exist in this district.
While ignoraiK'e is so extensive, can it be, matter of W’onder that
fioverty is extreme,, that industry languishes, that crime prevails, and
tliat in the adoption of measures of policy, Iiowever salutary or amelior-
ating tlieir tendency, government cannot reckon wdth confidence on the
moral support of an intelligent and instructed community'? Is it
possible that a benevolent, a , wise, a just government can allow this
state of things any longer to continue?”
NotW'ithBiunding this state of things and Mr. Adam’s three
iHbcnious reports exposing it, the Calcutta Council of Education
decided : —
“ They were of opinion that the execution of the plan would be
‘ almost impracticable,’ and that it would also involve more expense
than Mr. Adam supposed. ‘ A further experience,’ they add, ‘ and a
wre mature consideration of the important subject of Education in
t IB country, has led us to adhere to the opinion fmunerljr exprenad by
S^rATK OF EDUCATION IN liENlUL
m
us, that our efforts should be at first concentrated to the chief towns or
siiddcr stations of districts, and lo the iinproveincnt of education anion^
the higher and middling classes of the population ; in the expectation
that through the agency of these scholars, an educational reform will
descend to the rural Vernacular Schools, and its benefits be rap’dly
transfused among all those excluded in the first instance by abject want
from a participation in its advantages’.”
Time has shewn the fallacy of this conclusion. Mr. Wood-
row, Inspector of Schools, who has thoroughly and practically
studied the question, estimated in 1861, 22 years after the rc»
jecton of Mr. Adam’s plans, that, including every variety of
Scliools, Government, Missionary and Indigenous, in the richest
and most populous portion of Bengal, there are about three per-
sons in every hundred under education ; while the proportion
under instrucilon in England is one in 7J, in all India it is one
in 4(H). pr. Mouat, tlie Inspector of Jails, and for many years
Secreiary to the ('ouiicil of Education, in his last Iteport of the
Jails in Bengal in 1867, stat-es : —
Of the pnsoners in prison iii iSfiti — 324 or 0*34 per cent,
were fairly educated for thcii position in life, 5,307 males and seventeen
femah's, or 5T)I per cent, could road aiul write, and 85,075 inalcR and
5,168 females or 01*05 jh'i* cent, entirely ignorant. Tn the preceding
five years from lH(iJ to 1865 — 2,071 men and two women, or 0*08 per cent,
wen' fairly educated: 20,708 males and thirty-one females, or 6*87 per
edit, eould read and write; and 260,011 men and 10,106 women, or 92*15
per cent, were ahsolutelv ignorant.”
The collect on of these statistics shows that, inarvelloiiR as the
progress of the TTniversity of Calcutta is, the education of the raa.89 of
the people Avho form the hulk of llie criminal population makes no ad-
vance, if the offeuderR against the law are a fair sample of the state of
tlie general popuhition iu this important particular.”
Mr. Adam resigned liis office in disgust at his plans being
rejected. Lord Ilardinge in 1844 established 101 Vernacular
Schools, but they failed necessarily, as they were placed under
no proper supervision; light, however, sprang up in the North-
West; and the peasantry, who had been from time immemorial
the puppets of despots, found in Mr. Thomason, Lieutenant-
Governor of the North-Western Provinces, a friend who took his
views of education not from Calcutta, but from the people.
Five years after the Calcutta Council of Education had shelved
^Mr. Adam’s admirable reports, Mr. Thomason commenced his
484
OF EDUCATION IN BENGAL
pjaijs lor 2 Kj])ular odueatioii hi 1848, the Jast year of existence of
that warm friend to Vernacular Education, Mr. Wilkinson. On
the North-Western Provinces being separated from Calcutta, he
promulgated the statement that to produce any perceptible
impi*ession on the public mind in the North-Western Provinces,
it must be through the medium of the Vernacular languages.”
The smaller English schools were abolished, and instruefeion in
English was confined to the Colleges. I
In 1845, Mr. Thomason issued a circular to Collectors and
tlieir subordinates, 2 >ointing out how Vernacular reading, writing,
aritlnnetic, and mensuration bore oJi the i>eople’s intt',rests,
directing tliat tlu'v should encourage tlie village teachers wdioni
the pe() 2 )le select — ‘‘ Encourage both by kindly notice and by
occasional rewards the most distinguished of them and of their
scholars: the^ might be aided by the distribution of books.”
Mr. Thomason forwarded glatistical tables after Adam’s plan on
Vernacular J^lducation for them to fill up; lliis was followed out
by s(‘nding to each Collector six of the indigenous books, on
s[)elling, arithmetic, mensuration, to bo shown and lent to rouse
the p(M)plc to a sens(^ of their wants. ” '^fwo important iioints
were aimed at — the imjiarting to ihn ])easantry certain plain
practical everyday knowledge,” and that ” the popular mind
having been roused by a keen sense of ficrnonal inicrest, a
higher system of intellectual culture may bo universally in-
troduced.” All Inspector was apyiointed to report upon Village
Schools. \' cniacular libraries were formed for distributing
elementary Vernacular works among the village schools; re-
wards for the prolicieiicy of their puyiils were offered to the
school-masters, lists of the works proposed for study were pub-
lished. A Circular was issued to all Collectors and Magistrates,
directing their attention to Vernacular Education, and to the
great principle of it — ” Carry the people with you, aid their
efforts rather than remove from them all stimulus to exertion
by making all the effort yourself.” A portion of Adam's third
Report was re-printed and circulated among Government Offi-
cers, and some of it was translated for the guidance of natives;
specimens of various Vernacular works were sent to native
officers to be shown to Zemindars, &c. In 1846, the Court of
Directors approved of Mr. Thomason taking up Vernacular Edu-
cation, and cordially admitted ** the necessity of giving some
STATE OF EDUCATION IN BENGAL
485
powerful impulse to Elementary Education in the North-
Western Provinces.’' Sixteen thousand Hve liundred of Mr.
Thomason’s elementary treatises were sold.
In 1850, the Lieutenant-Governor obtained the sanction of
the Home authorities to a ]>lan for the extension and more
perfect supervision of Vernacular Education. It was proi)osed
to afford an education suited to the wants of the agricultural
classes, and hopes of ]>ermanent success were drawn from the
following considerat ions : —
“ There are few of the aj^ricnltnral olatises who are not ^f)OBSftSfie(i of
some rights of property m the soil. In older to explain and piole t
these r ghts, a system of registration has been devised, which is liased
on the Survey made at the tune of setileinent, and wlncli annually
shews the state of property. It is necessary for the correctness of
this register, that those whoso rights it leeords should be able to con-
sult it, and to aseertain the nature of the entries affecting themselves.
This involves a knowledge ol reading and writing, of the simple ruics
of arithmetic, and of land measurement. The means are thus afforded
for setting before the people the prae-iical blearing of learning on the
safety of the rights in land, which they most highly prize, and it is
hoped that when the powers of the mind have once been excileil into
action, the pupils may often be indneed to advance further, and to per-
severe till they rc'ach a higher state of intellectual cultivation.”
But the most remarkable results have been witnessed in
the Agra Jail under Dr. Walker: be began first in ibo Mainyiuri
Jail, teaching the prisoners to read from immense alphabet
rolls, and to WTite oustin' black board. He next introduced bis
plan in 1851 into iVie Agra Prison. The Inspector of Prisons has
rejiorted of it — “ Nothing is so conducive to the improvement
of discipline as jail education.” The system of mutual instruc-
tion is adopted. They are engaged at reading, writing, and
arithmetic* from half-past four to half-past six p.m. Two thou-
sand receive daily instruction, at an average annual ex])ense of
six annas a head, or 2 pice a month I Dr. Walker gives the follow^-
ing Hc?count of his system: —
” To test the progress of the priHoiier-piipils, voluntary examinat ons
are held twice a month, when those who pass satisfaelorily, receive as
prizes the books required for the subsequent examination, and as an in-
centive to future application, they are furnished with certificates of good
conduct, which entitles them to send a letter to their relatives and
friends, and if presented on any Saturday morning within three months
after date, to an interview; sometimes a little sweetmeat and fruit is
STATE OF EDUCATION^ IN BENGAL
distributed, and a bath in the river Jumna; or a visit to the Royal
Gardens at the Taj, or Seeimdra, is permitted, as an additional incentive
to study :»nd good conduct.
“ After having mastered the Elementary School Sheets, including
the Alphabet, and the combination of the Letters, Proper Name, the
Multiplication Table, and Tables of Money and Weights, &c., they are
prepared for the 6rst examination.
“ Before a prisoner can pass the first examination, he must bje able —
T. — To read the Surajpiir kahani (a Village Tale).
II. — To repeat the Multiplication Table up to 16x16.
III. — To repeat the Mutiplication of Fractious up to 6^x26.
■ The rf^'jui (Moenl ■> f u tlie second examination are —
I. — Repetition of the former examination. \
II. — Arithmetic, including Simple and Compound Addition, Sub-
traction, Multiplication and Division, Calculations for rates,
Commission an<l Simple Interest — (N. II. of Rni Ram Sum
Das’ Series, being the text book).
711. — The Patra Malika, or Letter Writer.
TV. — The Kisam Opdesh; being a brief explanation of the Revenue
System and Village Accounts.
V. - The Shudhi-Darpan, a popular Treatise on Hygiene, explaining
the advantages of cleanliness, method and order.
VI. — The Khagol-Sar, a brief Treatise on Astronomy.
" The subject of the third examination is the Mensuration of fields,
as contained in Part III, of Rai Ram Sum Das’ Series.
" The subject of the fourth examination is the details of Patwari
iccouutK, as eiuilained in Part l\h of Rai Ham Sum Das’
Senes.
“ The subjects for the fifth examination are —
I. — Arithmetic, including Simple and Compound Proportion, as
cont<ained in Parts I and II of the Ganit Prakash.
II. The Gyan Chalisii Biburn, being forty moral maxims in verse
with explanations and deductions.
ill.— I'lie Gimkari-updesli-ka Sankshep or select moral maxims from
the best sources.
” The subjects for the sixth examination are—
1. — Fractions as contained in Part 11 of the Ganit Prakash.
II. — Geography.”
Dr. Mount, Secretary to the Calcutta Council of Education,
saw the system in operation in the Jail, remarks respecting
The old, the middle-aged, and the young, the murderer confined for
life, and the perpetrator of petty larceny, paying the penalty of his offence
state of education in BENGAL
487
by a few days or weeks of imprisonment, men and women, have all been
subjected to the ordeal. Many who were unacqutfinted with the alphabet,
and to whom the powers of letters in combination had been an unknown
mystery, until advancing age had left them scarcely enough of unaided
sight to trace the letters on the noard, have been taught to spell, read,
connect sentences, and write. The greatest amount of general proficiency
which has been attained is in the use of figures, and multiplying them to
an extent quite unknown to our English system of arithmetic. At all
times and in all places is the sound of many voices heard following a
leader in the multiplication of odd, even, and fractional numbers. At its
appointed time it pervaded every department of the prison, which then
resembled a vast, animated, calculating machine. As a means of prison
discipline, it appears to me to bo impossible to over-rale the value and
advantages of this system. It leaves the vicious and ill-disposed no time
to concoct evil measures, to organize conspiracy, or to coniaminaie those
less steeped in crime and hardened in vice than themselves. To the well
disposed it affords an occupation, furnishes a means of passing time that
would otherwise hang heavy, and implants a taste for pursuits that will
render them profitable members of society, when again let lotise upon the
world. To some of the prisoners I could perceive that the task was dis-
tasteful and a sore punishment, but the majority spoke in terms of -
unfeigned, and, I am convinced, sincere gratitude of the change for the
better, which they acknowledged to have been roused. They are no longer
considered and treated as savage and dangerous animals, to be broken
into subjection by liarsliness and slarvation, and they exhibit many
humanizing sympathies in their demeanour and acts. Not the least
creditable part of the whole proceeding is the simple and inexpensive
machinery by which all this has been accomplished. The prisoners them-
selves are the chief agents in their own amelioration, and have exhibited
a docility and perseverance that are no mean tests of the success and value
of the system.”
To this evidence we append the remarlcs of the late Liiiiiteu-
ant- Governor : —
” The prevalent taste for Mathematics has been seized upon in its
practical bearing on land surveying, the mechanical arts, and mercantile
transactions. Euclid is already a favourite text-book, the surveying com-
pass and plane table are rapidly becoming household implements. There
is not one of the 8,000,000 men, who cultivate the 100,000,000 acres in
these eight Districts, who may not be taught that the field he tills is a
Geometrical figure, the extent of which he ought to be able to measure.'
In 1852, the Hulkabnndi, similar to the Bengal Circle, sys-
tem was begun ; it was formed of Village Schools set in the midst
of a cluster of villages — none of which were more than two miles
distant from the school — and paid for by a cess. This cess and
488
STATE OP EDUCATION IN BENGAL
system now prevail in the greater part of every district in the
North-Western Provinces.
In 1853, the Hon 'bio Mr. J. Thomason, Lieutenant-Gover-
nor of the North-Western Provinces, the father of Verna-
cular Edu('ation in North India, died ; his death called forth a
Minute from Lord Dalhousie on the 25th of October, in which
occur the following sentiments: —
“ Five years ago I had the honor of recommending to the honorable
Court of Directors a scheme prepared by the Lieutenant-Governor of the
North-Western Provinces, for the piomotion of Vernacular Education, bv
the institution of schools in each tehseel on the part of the Govei^nment.
The sdieine, which was designed ultimately for the whole of the\thirty-
one districts within the jurisdiction of the Lieutenant-Governor, wns
limited by His Honour for the time to eight of these districts.
“ The Honorable Court was pleased to accede to the recommendation
of Ihe Government, in the despatch No. 14, 3rd October, 1849, and the
scheme was thereafter carried into effect.
" Three years have since elapsed; and I now submit to my Honorable
Colleagues, with feelings of genuine satisfaction, a despatch, in whi^h the
late Lieutenant-Governor announced to the Supreme Government the
eminent success of this experiment, and asked that the scheme of Verna-
cular Education should now be extended, in its full integrity^ to all the
districts within the jurisdiction of the Government of the North-Western
Provinces.
“ Alluding to the districts in which the Government schools have not
yet been established, Mr. Thomason has said : —
“In all these parts there is a population no less teeming, and a
people as capable of learning. The same wants prevail, and the same
moral obligation rests upon the Government, to exert itself for the purpose
of dispelling the present ignorance. The means are shown by which a
great effect can be produced, the cost at which they can be brought into
operation is calculated, the agency is available. It needs but the sanction
of the highest authority to call into exercise, throughout the length and
breadth of the land, the same spirit of enquiry, and the same mental
activity, which is now beginning to characterize the inhabitants of the
few districts in which a commencement has been made.
“ The sanction which the Lieutenant-Governor, in these words, soli-
cited for an increase of the means which experience has shown to be
capable of producing such rich and early fniit, I now most gladly and
gratefully propose. And while T cannot refrain from recording anew in
this place my deep regret that the ear which would have heard this wel-
come sanction given, with so much joy, is now dull in death, I desire at
the same time to add the expression of my feeling, that even though Mr.
Thomason had left no other memorial of his public life behind him, this
STATK OK KDUOATION TN nKNGAL
480
system of general Vernacular Education, which is all his own, would have
sufficed to build up for him a noble and abiding monument of his earthly
career.
" 1 beg leave to recotnmend, in ll>c Htrongest terms, to the Honorable
Court of Directors, that full sanction sliould be given to the extension of
the scheme of Vernacular education to all the districts within the juris-
diction of tlie North-Western Provinces, with every adjunct which may
be necessary for its complete efficiency.
'* Allusion is made by the Secretary to the Council of Education, in
his report on the Vernacular Schools in the North-Western Provinces, to
‘ the utter failure of the scheme of Vernacular Education adopted in
Bengal, among a more intelligent, docile and less prejudiced people than
those of the North-Western Provinces.’ But he adds the encouraging
assurance tliat he is * convinced that the scheme above referred to is not
only the best adapted to leaven the ignorance of the agricultural popula-
tion of the North-Western Provinces, but is also the plan best suited for
the mass of the people of Bengal and Behar.’
" Since this is so, I hold it the plain duty of the Government of India
at once to place within the reach of the people of Bengal and Behar those
means of education which, notwithstanding our anxiety to do so, we have
hitherto failed in presenting to them in an acceptable form, but which
we are told upon the experienced authority nf Dr. Mouat are to be found
in the successful scheme of the Ijieutenant-Governor before us.
“ And not to Bengal and Behar only. If it be good for these, it is
good also for our new subjects beyond the Jumna. That it will be not
only good for them, but most acceptable to them, no one can doubt who
has read the reports by Mr. Montgomery and other CommisBioners upon
indigenous education in the Punjab, which showed results that were little
anticipated before they were discovered.
“ Wherefore it is, more than ever before, its duty in every such "Rase
as this to act vigorously, cordially, and promptly.”
The year 1854 was memorable for the Home Despatch which
gave a considerable impetus to Vernacular Education , in the
language of Lord Stanley's Despatch of 1859, “ it declared the
wish of the Court of Directors for the prosecution of the object
in a more systematic manner, and placed the subject on a level in
point of importance with that of the instruction to be afforded
through the medium of the English language. It must be ad-
mitted that, previously to 1854, the subject of Vernacular Eduoa-
tion had not received, in every part of India, the full amount of
attention which it merited: —
•!' The Indian Bdnoational Code is contained in the Deapatches of the
Home Government of 1854 and 1859. The main object of the former
34— 13a6B
490
STATE OF EDUCATION IN BENGAI.
Despatch is to divert the efforts of the Government from the education
of the higher classes upon whom they had up to that date been too
exclusively directed, and to turn them to the wider diffusion of education
among all classes of the people, and especially to the provision of primary
instruction for the masses. Such instruction is to be provided by the
direct instrumentality of Government, and a compulsory rate, levied un-
der the direct authority of Government, is pointed out as the best means
of obtaining funds for the purpose. |
“ The medium of education is to be the Vernacular languages of
fndia, into which the best elementary treatises in English should be
translated. Such translations are to be advertised for, and liberally
rewarded by Government as the means of enriching Vernacular literature.
\
“ The existing Institutions for the study of the classical languages of
India are to be maintained, and respect is to be paid to the hereditary
veneration which they command.”
At a time when there were not 12,000 pupils altogether in
the Government Colleges and superior Schools for general educa-
tion in all India, the framers of the Code were of opinion that
the efforts of Government had been too exclusively directed
heretofore to the higher classes, and that all that then remained
for Government to do for these classes was to establish Univer-
sities to complete the educational machinery in each Presidency .
After the establishment of Universities, it was stated that —
‘ We shall have done as much as a Government can do to place
the benefits of education plainly and practically before the higher
classes of India.’ * * *
“ Our attention should now be directed to a consideration,
if possible, still more important, and one whioh has been hither-
to, we are bound to admit, too much neglected, namely, how
useful and practical knowledge, suited to every station in life,
may be best conveyed to the great mass of the people who are
utterly incapable of obtaining any education worthy of the name
by their own unaided efforts ; and we desire to see the active
measures of Government more especially directed, for the future,
to this object, for the attainment of which we are ready to
sanction a considerable increase of expenditure.
“ Schools — whose object should be, not to train highly a few
youths, but to provide more opportunities than now exist for the
acquisition of such an improved education as will make those
who posseisfi it more useful members of society in every condition
of life — should exist in every district in India.”
STATE OE EDUCATION IN BENGAL
491
This point was atraiu strongly enforced bv the Hoint*
Tiovernment in 1868 in a l^espatch from Sir C. Wood: —
I have no1,jc,ed with some Kurpnse ih-. romarks of the present Chief
CommiBsioner of Onde and of tlio Jhredor of Piililic Instruction in Bengal
with regard to the princiide on which (loverninent sliould proceed in its
measures for the promotion of education m India. It would appear to be
the opinion of these gentlemen tliat. Government should, for the present,
limit its ineasureH t»o providing the means of education for the higher
classes, and that the education of the lower classes should be left to be
effected hereafter, when the classes above them shall have not only learnt
to appreciate the advantages of education for themselves, but have become
desirous of extending its benefits to those below them. Without entering
into a discussion on the tjuestion here involved, it is sufficient to remark
that the sentiments of the Home Authorities with regard to it have already
been declared with sufficient distinctness, and that they arc entirely
opposed to the views put forward by Mr. Wingfield and Mr. Atkinson.”
Again, in 1864, Sir Cliarlos Wood wrote —
Those principles are that, as far as possible, the resources of the
State should be so applied as to assist those, who cannot bo“fexpectcd to
help themselves, and that the richer classes of the people should gradually
he induced to provide for their own education.”
Theae extracts aeoni to show that, until the State has placed
the means of elementary Vernaeular Education within the reacli
of those who are un{d)le to procure it for themselves, an annually
increasing Government expenditure in any Province upon “ the
higher classes who are able, and willing in many cases, to bear n
corLsiderable part at least of the cost of their own education,” is
not in accordance with the main object of the Educational Code,
nor with the subsequent views of the Home Governments.
Howell, in his Note on p]ducatioii, 1867, published h\ the
(Tovernrneiit of India, pnts the following questions: —
” It may perhaps, therefore, be asked, in the words of the Despatpch
of 1854, how far does the Bengal system tend ‘ to confer those vast
moral and material blessings which flow from tlie general diffusion of
useful knowledge?* There is ‘ satisfactory evidence of the high attain'
ments in English literature and European science in the few,’ but how
does the system ' provide for the extension to the general population of
those means of obtaining an education suitable to their station in life
which had therefore been too exclusively confined to the higher classes ?
” Bo Native gentlemen, like English gentlemen, return to their
iSemindan^ from a University career, to spread around them the reflex
492
STATE OF EDUCATION IN BENGAL
of the cDUghtcuiiient they have received themselves ? Does the process of
highly educating a few, and lejiving the masses, tend to increase, or to
diminish, the gulf hetweeii class and class Are there any indications of
a decrease in crune, or of a dawn of intelligence in the agricultural classes
of those districts where the mass Schools ‘ have not been taken up by
Government or by any Society,’ and where education only ‘ filters ’ V
As early as 18,57 Mr. Woodrow ’<s labours in introducing the
Circle system into general operation had been recognized in a
Despatch, No. 85 of 1857, dated the 18th February, from the*
Honorable Court of Directors* — \
“ The phin of Mj-. Woodrow for the improvement of the indigenous
Vernacular Sc hools in his division is based on the retention of the^' existing
schools, which arc, hemover, lo be formed into circles, to each of which a
teacher of a higher class is to bo appointed, who shall afford instruction to
the upper boys in each school, superior to that which the Guru Mohashoy,
or village master, is competent to imparl. The Guru Mohashoys are to be
conciliated by pocuniaiy rewards of small amount, proportioned to the
number of boys of certain specified standards of attainment who may be
found in their respective schools, and tlie tendency of the boys to leave
school at an caily age is to be overcome by small gratuities to those boys
remaining at school who may possess a certain specified amount of know-
ledge in various branches of study.
“ We approve Mr. Woodrow’s desire to make the utmost possible
use of existing means of education, and to avoid as much as possible the
supersession of the former teachers of indigenous schools, which seem,
notwithstanding the small amount of instruction which they afford, to
have naturally a considerable hold on the minds of the people. It is hoped
by Mr. Woodrow, and seems not improbable from the result of the
limited experiment which has already been made, that the plan may have
the effect of stimulating the conductors of indigenous schools — the Guru
Mohashoys — to self-improvement: and, on the whole, we agree with you
in thinking the scheme well deserving of a trial on an enlarged scale,
and accordingly approve the sanction given to the recommendation of the
Bengal G.ovemment.”
The details of the scheme are set forth in the Bengal
Government Education lieport for October, 1855, and are pub-
lished at pages 33 to 36, Appendix A of the Keport of 1855-56.
It is stated in Mr. Woodrow’s last Eeport for 1867-68, there
were in the 24-Pergannahs, in 40 Government Circles, 124
schools containing 4,844 pupils, at a total cost of Eupees 8,646,
or 1 Eupee 12 annas yearly a head for each boy.
This system is extending wider and wider in Bengal ; in
1863 it was adopted in Bengal by the Christian Vernacular
S^A'TE OF EDUCATION IN BENGAL
493
JjUucaiiou Society for India at the isuggestioii of Sir J. Logan,
and there are about 4,000 pupils in connection with it.
A despatch was forwarded by Ijord Stanley, Secretary of
State for India, in 1859, in which it is observed:
‘'If it mubt be admitted chat previously to 1854 the subject of
Vernacular Education had not received in every part of India the full
amount of attention which it merited, there can be no doubt that since
die wishes of the Home Authorities have been so plainly declared, the
Ohicers of the Department of Education, acting under the orders of the
Hoveral Governments, have spared no pains to bring into operation,
throughout the districts entrusted to their superintendence, such measures
as appeared most likely to place within reach of the general population
the means of obtaining an educaijon suited to their circumstaces in life.”
It notices that Mr. Woodrow s plan of Circle ScIiooIb on the
basis of tlie existing indigenous scliook, was found very success-
ful, while the grant-in-aid system was not found to answer with
them —
*' Mr. Pratt was in consequcnco foiced to the conclusion that the
grani*in-aid system, as carried out under the existing rules, could not be
made the basis of any extended system of popular education, these rules
being regarded by him as ‘ out of place in a country where the value of
education is utterly unfelt by the mass of the people, based as they are
on the supposition that the people of this country are so desirous of an
improved description of instruction, that they will actually pay not only
schooling -fees, but contributions from their private resources.’ The
following remarks of Mr. Woodrow arc suflBicient to show the concurrence
of that gentleman in Mr. Pratt’s conclusion. ' The poorest classes do
not want schools at all, because they are too poor to pay schooling-fees
and subscriptions, and because the labour of the children is required to
enable them to live. The middle and upper classes will make no sort
of sacrifice for the establishment of any but English schools. Yet the
rules in force presume the highest appreciation of education, because
based on tlie supposition that the people everywhere pay not only school-
ing fees, but subscriptions for schools. In fact, we expect the peasantry
and shop-keepers of Bengal to make sacrifices for eduijation which the
same classes in England often refuse to make.”
It approven of an Educational cess on land —
' The appropriation of a fixed pro})ortiou of the annual value of the
land to the purpose of providing such means of education for the popula-
(tion immediately connected with the land, seems, p<^r sc, unobjectionable,
and the application of a pan^entage for the cxinstruction and maintenance
of roads appears to afford a suitable precedent for such an impost. In the
494
STATE oir EDUCATION IN BENOAt
North-Western Provinces, the principle has already been acted on, though
the plan has there been subjected to the important modification that the
Uovernment shares the burden with the landholder, and that the consent
of the latter shall be a necessary condition to the introduction of the
arrangement in any locality. The several existing Inspectors of Schools
in Bengal are of opinion that au education rate might without difficulty be
introduced into that Pi’esidency, and it seems not improbable that the
levy of such a rate under the direct authority of the Government would
be acquiesced in with far more readinesB and with less disl^e than a
nominally voluntary rate pn)posed by the local officers.”
Lord Stanley B despatcli of 1859 led to enquiries into
Vernacular Education on tlio part of the Bengal Government,
and the eliciting of opinions on tho point from a variot} yf indi-
viduals. We shall quote a few.
W. ISeton-KaiT, Esquire, Judge of Jessore, remarks; —
“ I think that we cannot be far wrong if we enable a ryot to write a
letter of business or congratulation to his patron or friend, to diaw out
a bond, to understand the terms of a mortgage, to cast up his accounts,
to know if his receipts for rent arc correctly signed, and to understand
the scope of Act X of 1859.”
Dr. Mouat, so long the able Secretary of the Council ol
Education, states: —
" The existmg \illage schools may be to the last degree inefficient,
and the Gooroomohashoyb may be, as many of them are, as ignorant as
owls. But ihey are old-established, time-honored Institutions, deeply
grafted in the affections of the people, intimately connected with their
habits and associations, and bo closely interwoven with their prejudices
and predilections, that any attempt to displace them with more highly
organized schools and better trained scbool-maBters, will result, as all
such attempts have heretofore resulted, in hopeless failure.
Since Mr. Adam wrote, the general prosperity of Bengal has ad-
vanced BO considerably that the cost of food and value of labour have at
least doubled. The pecuniary reward that might then have stimulated
the teacher, would, therefore, now be insufficient.”
Babu Pearl Cliand Mitter writes: —
” 1 wouUl suggest that, li arrangements s5an be made for instructing
the pupils of village schools in practical agriculture and horticulture,
it will not only conduce to the improvement of the material condi-
tion ol the people, but serve substantially the cause of popular educa-
tion which the Government is so anxious to promote. What the village
school pupils should learn must be practically and not from books. This
STATE OF KbuOATlON IN liBNOAIi
49o
inatruction 1 submit should be on manures, nature of soils required for
different plants, different kinds of grafting, modes of germinature, suc-
cessful growth, ipreservation, &c.
It may be naturally asked by whom is this instruotiou to be given,
and how can this object be most economically carried out ? To this X
would reply that there is a body of intelligent mallees and nurserymen
in and out of Calcutta whose services can be secured for Bupees 12 to 16
a month, and one or two of them may bo employed exi)erimentally as
teachers till the utility of extending this mode, of tuition is established
beyond doubt.”
iliiju liudhakaiitu Deb states: —
“ As soon as the people will begin to reap the Iruita of a solid Verna-
culiir cducailion, agricultural and industrial schools may be established in
order to qualify the enlightened masses to become useful members of
society. Nothing should be guarded against more carefully than the
insensible introduction of a system whereby, with a smattering knowledge
of English, youths are weaned from the plough, the axe, and the loom,,
to render them ambitious only for the clerkship for which hosts would
besiege the Government and Mercantile Offices, and the majority being
disappointed (as they must be), would (with their little knowledge ins-
piring pride) be unable to return to their trade, and would necessarily
turn vagabonds.”
The Keverend K. Baiierjee expresses his ophiiou : —
'* A ryot that cun read and write may be able to sign his own name
in his koboolut after reading it himself, may examine the patiah or the
dakhila granted to him and the entries made in the Zemindar’s books
when he takes izarah or pays rent, may when wronged write out an
application to the proper autlioiity without the intervention of a Court
sharper in the form of a professional scribe, may read for himself deposi-
tions taken m his name and affix his owm signature, and in various other
ways check the delinquencies of oppressors, forgers, and perjurers.”
Major Ijees, Acting Director of Public liistnictiou, siatos : —
” The high price of elementary school books at present is another
obstacle. A Committee of gentlemen,*
Mr. Woodrow. laloly appointed to enquire into this
The Keverend J. Long. tjubject, retn^rt that a poor boy in the
Baboo Bajendrolall Mittra. ^ lOg
per cent, over the actual cost price for every spelling book or Primer he
may have occasion to purchase, T-ncl, Native schnol-boys generally
destroy Kix or a dozen before they master its contents, the matter,^ to
tlieii pour parents, is one of great moment. Yet the School Book Society
receives a grant of Bupees 500 a month from Crovemmeni for the express
imrpose of selling good cheap school books. *
496
state OE EDtlClATlUN tiH BENGAL
“ Borne caution and foresight are necessary, lest in our well inteu-
tioned zeal and anxious endeavours to render this great Empire wealthy,
and its people prosperous and happy, we do not deluge the country
with a large class of discontented men, dissatisfied with their position
in society and m life, and disgusted with the world, themselves, and the
Government that took them from what they were, to make them what
they are. This would be to fill our bazars with socialism, and red repub-
licanism instead of contentment and prosperity, and for the Government
to incur a responsibility it is alarming even to think of.”
In 1860, Sir J. Peter Grant, when Governor of ^engal,
Rubmitted the following plan : —
‘‘ One of the matters particularly urged on the attention \of the
Government of India in Lord Stanley’s Despatch of April, 1859, 'vVas tlie
extension of Vernacular Education among the masses of the jiopulation,
and Local Governments were desired to take it into careful considera-
tion and report fully on the means, respectively, at their disposal for
promoting the object in view, having regard to the peculiar circumstances
of each Province or Presidency.
” It was in the fiist place observed that the agricultural peasantry of
Bengal was the class to be acted upon; and secondly, that the instruc-
tion to be imparted to it should range no higher, at least for some time
to come, thai^ that which was afforded by the indigenous Private Schools
already in existence in large numbers over the whole country. The
object, therefore, should be to bring them under such influences as would
improve and elevate their character and efficiency, and ultimately confirm
and extend their usefulness.
” When the requisite number of- schools shall have been selected, the
Inspector must endeavouj to iriake the gurus, or the proprietors and sup-
porters of the schools, who are often talookdars and middlemen, to
submit to periodical inspection.
” Books should be supplied to the schools at a very low price. These
books should contain, in a compact form, all that has hitherto been taught
at such places by dictation, namely Arithmetic, Agricultural and Com-
mercial Accounts, Forms of Agreements, Quittances of Bents, Bonds, and
even models of the complimentary or formal letters which inferiors
constantly address to thei^r superiors. The Lieutenant-Governor does not
feel warranted in despising this last kind of instruction, because it is
not conveyed to the son of an English peasant. It is sufficient for our
purposes that such instruction has been imparted in India for generations.
The above course will enable any lad of ordinary intelligence to read
and write correctly, and to see that he is not cheated in his accounts by
the mahajun or the agent of the zemindar.
He would be offered a reward in hard cash, within a limited amount
at the discretion of the Inspector, and on the latter being satisfied that
the state of the school justified the encouragement, which should not
StAl’K OF EDUCATIOtJ iK BENGAL
497
oxc6Gd liAlf the schooling fees rea/lised by the guru from his pupils ; and
assuming the fees at Biupees five per mensem, the guru would be paid dB
an average Eupees 30 per annum by Government.
If the time should ever arrive when we could show one thousand
village schools to a district, aided by Government, and affording the
agriculturists a simple and practical education commensurate with their
wants, the State, in such a case, might be held to have fairly done its
duty by a neglected portion of its subjects.’ ”
Mr. Woodrow suggested a mode of paying by results,
thus
“ Nothing for boys who cannot read, spell and write at dictation words
of three letters and say the multiplication table up to 10 times 10.
“ One pice monthly for every boy who can read and explain the
meaning of words and sentences in ‘ Infant Teacher ' Part 3rd, and can
do easy sums in addition, subtraction, multiplication.
“ One anna monthly for every boy up to ‘ Infant Teacher ’ Part 4th,
and the four simple rules of Arithmetic.
“ Two annas monthly for every boy who can read and write without
gross blunders, copy a map, and has learned some accounts.
“ Four annas monthly lor eveiy boy who completes the highest course
prescribed for indigenous schools.”
The last phase of the Vernacular Education question
appeared in the Supplement to the Bengal Government Gazette
for May 20th, 1868. In a correspondence between the Govern-
ments of Bengal and India relating to Elementary Vernacular
Education for the lower classes, the main question being as to
the mode of levying a local Educational Cess, the Lieutenant-
Governor of Bengal expressed an opinion in favour of an increase
to the salt tax. The Director of Public Instruction estimated
the cost: —
” Assuming the population of Bengal at 40,000,000, I calculate that
with the machinery of this plan we shall be able to provide Elementary
Schools for the whole country at the rate of one School to each 3,000 of
the population at an annual charge of the State not much exceeding 20
lakhs of Eupees, or £200,000, including expenditure for inspection and
administration ; and I should hardly suppose that the Finance Department
will consider this an excessive outlay for such a purpose, especially when it
is informed that for England and Wales, with a population of 20,068,793,
the expenditure from the Parliamentary grant, during the year ending
Olst March, 1866, amounted to no less a sum than £378,003 for day-
scholars in Elementary Schools alone, exclusive of all charges for ad-
ministration and inspection."
498
iSXATE OF EDUCATION IN BENGAL
Mr. the Secretary to the Government of India,
Homo Department, argues in favour of this expense being met
by the land : —
“ Consoqiientlv , as was originally tlie case in Bengal, so in the North-
WeKtern Provinces, the proixirtion of the rent taken as revenue by Govern-
ment has been fixed on calculations into which the element of a provision
for the general education of the people did not enter.
“ There is no part of India in which the Imperial revenue jean with
less fairness be called upon to contribute to local objects. \
“ Whatever may have been in reality the share of the income of the
ju'opnetors of llie soil wlucli the permanent settlement originally \gave to
(lovi'rnmcnt, then* can lx* no doubt that it is now far less than in other
Provinces; for, while tlic area under cultivation has enormously ihipreased
(perhaps, on an average, doubled), on the other hand, the prices of
piodiice have undoubtedly risen in even a still greater ratio, so that the
gross assels of the proprietors have probably increased four or five-fold,
if not more, and the amount of tlie Inipcnul demand remaining stationary,
itb incidence has proportionably diminished.”
*■ The mam burden, therefore, of Vernacular Education in Bengal
should, the Governor General m Council thinks, fall, not on the Imperial
revenues, hut, as elsew'here, on the proprietors of the land.
" In the permanently -sett led Districts of the Benares Division of the
North-Western Provinces (between which and the permanently settled
Districts of the iiower Provinces the most complete analogy exists), the
proprietors of the soil have voluntarily agreed to the imposition of an
pdu(;ational cess, yu condition Unit Government should give an equal
amount.
” Hie Governor-General m Council would he glad if the Zemindars
of Bengal could be similiarly brought to tax themselves for Vernacular
Education. In such case, without pledging the Government to any
specific condition, His Excellency would willingly give such aid as the
finances of the Empire could, from time to time, fairly afford.
” But if any siicli voluniary arrangement is impossible, His Excel-
lency 111 ('ouncil IS ol opinion that legislation may justly be employed
for the imposition of a general l(x*.al cess of such amount as may be
necessary. ’ ’
The last letter of Mi*. Bnyley, Secretary to the Government
ol India, on tlie Rubjeet, April 28th, 1868, wag urgent; he
observes : — ;
” J am directed to rcijupHt the alientiou of His Honour the Lieuten-
aut-Uoveriior to the urgent necessity which, in the opinion of the Govcrnoi
General ui Council, now exists for providing from local sources the meau*i
of extending elementary education in Bengal, and for the construction
and maintenance of roads and other works of public utility.
IsiATE OF EbUCAl)lON IN Bl^NGAL
49U
“ While there in no Province in India which can bear comparmon
with Bengal m respect o£ the progress made in the higher branches of
aducaUoH by a considerable section of the upper classes of the com-
munity, the Governor General in Council has long observed with regret
the almost tot<U absence of proper means of provision for t/w? elemeniaiy
education of the agricultural classes which form the great mass of the
population.
' The contrast in tins respect between Bengal and other Brovinces
IS striking. In Bengal, with a population that probably exceeds forty
millions, the total number of pupils in the lower class Government and
Aided Schools was, in 1866-67, only 39,101. In the North-Western Tro-
vinces, with a population under thirty luilhons, the number of pupils in
Schools of a similar class was 125,394. In Bomt>ay, witli a population
of sixteen millions, the number w^as 79,189. In tho Buu.ab, with a
population of eight-and-a-half millions, it was 22,000. Nor docs there
seem to be any probability that these proportions will hereafter become
more favourable to liengal, although the measures that have lately been
taken for tho encouragement of vernacular education by means of the
system of training Masters in the so-called indigenous Schools have been
more or less success! ul. The means of affording elementary instruction
appear to be increasing wuth far greater rapidity in other 3 Provinces. 11
la shewn by Mr. Howell’s Note on the state of Education in India in
1866-67, that in Bombay tho annual increase m the number of Schools and
of scholars is most remarkable. In the N or ih-W ostein Bioviucos, in
the Punjab, and m the Ceutial Provinces, constant progress is being
made. In Oude, where educational operations only commenced a few
years ago, the Director of Public Instruction expects before very long to
see ’ a School, under a well- trained and fairly paid leacher, within two-
aud-a-hall miles of every child in the Province.
'* The Governor General m Council feels that it would not be right
to evade any longer the lesponsibihty which properly fa IK upon the
Government of providing that the means of obtaining at least an
elementary education shall be made accessible to the people ol Bengal.
He feels that this responsibility must be accepted m this, as in other
Provinces, not only as one of the highest duties which we owe to the
country, but because among all the sources of difficulty m our adminis-
tration and of possible danger to the stability of our Government . there
are few so serious as the ignorance of the people.
“ In Bengal, at least, the Government cannot be charged with havmg
clone too attle for the encjouragement of the higher brenchoB of education.
The expenditure, in 1866 - 67 , on Government and Aided
of 0 superior cUss, was newly ^aSO.OOO, of which more than J;160,000
waa contributed by the State. The Government is entitled io
the words of the Home Government in the weU-known ®
that it has done ‘ oa much as a Government can do o p act, „ .
of education plainly and practically before the big er c asses o
It may, indeed, be a luestion whether the Government has not done ^
Llf iZ « tbe 8eSretwy of State wrote m 1864 . the true principle
600
STATE Of education IN BENGAL
by which the expenditure of the Government upon education ought to
be governed is this — ‘ That, as far as possible, tlie resourc.es of the Stale
should be ho appluxl as to assist those who cannot be expected to help
theiURelves, and that the richer classes of the people should gradually
be induced to provide for their own education.'
“ However this may be, whether we have done, in this resi>ect, rnoie
than w'Hs necessary or not, the duty that remains to be performed is
clear. It was described as follows in the Despatch of 1854, ^hich has
been quoted above : — ‘ Our attention should now be directed to a consi-
deration, if possible, still more important, and one which has been
hitherto, we are bound to admit, too much neglected, namely, how\ useful
and practic.a] knowdedge, suited to every station in life, may bc\ best
conveyed to (he great mass of the people who arc utterly incapaple of
‘ihlauiing any ediujation worthy of the name ])y tlieir own unaided ckorfes.
“ While tlie Governor General in Council is not content to liear any
longer the ropioacli that almost nothing has been done for the education
of th<* people of Bengal, it is altogether out of the question that the
Governnicnt can provide the funds without which the removal of tlial
roiiroacli is impossible. At the present time, the total number of pupils
in Government and in Aided Schools is probably 630,000, and the estimate
of the expenditure upon Education, Science, and Art amounts, for the
current year, to ;£(K)4,00().
“ It is evident that if the Tmporial expenditure on education be allow'ed
to go on increasing rnucli longer at the present rate, the result must be
a serious aggravation of tlie financial difficulties of the Government.
“ Whilo the Governor General in (•ouiicil will always be ready to
view, in the most liberal spirit, all questions that may arise, and to
afford every help that the Government can reasoiuibly be expected to
give, be will decline, in future, to listen to any proposition, the effect of
whicli would be to throw upon the State the mam burden of the cost of
educating the people of Bengal. Tlic only way in which that cost can
be met is, unless some voluntary airangenieni be possible, by means of
local taxation, especially imposed for the ]mrpose.
“ Tlie Home Government, in the Des])atcb of 1850, pointed to ‘ the
levy of a compulsory rate as the only leally effect ive step to be taken.'
‘ The appropriation,’ it was stated, ‘ of a fixed proportion of th© annual
value of tlie land to the purpose of jjroviding such means of education
for the population immediately connected with the land seems, per se,
unobjectionable; and tlie applhiatioii of a percentage for the construction
and maintenance of roads apj>ears to offer a suitable precedent for such
an impost.’
“ The Despatch then referred, in terms which are not altogether
ajiplicable at the present lime, to the manner in which this principle liad
been already acted on in the North-Western Provinces, and went on to
say, wdth special referemui to Bengal, that ‘ it seems not improbable that
the levy of such a rate under the direct authority of the Government
would be acquiesced in with far more readiness and with less dislike
than a nominally voluntary rate proposed by the local Officers.’
state of Education in Bengal
601
“ This principle lias been already carried out in Bombay, in the
North-Western Provinces, in Oudc, in the Central Provinces, and in the
Punjab. Although the educational cess in those I’rovjncos is imposed as
a percentage on the Government demand, it is, as was stated in iny
letter of the 28th October last, ‘ clearly taken from tbo proprietors of
til© soil as a separate tax for special local purposes.’ Not only can
there be no reason why a similar tax should not be imposed for similar
purposes in Bengal, but in the opinion of the Governor GoiK'ral in Council
there is no part of India in which the proprietors of the land can be
so justly expected to boar local baidens of this nature.’
“ The Governor General in Council is aware tiiat it lias been some-
times asserted that the imposition of such a tax would he an infringe-
ment of the conditions under which tfie permanent settlement of the
land was made. He does not tJiiuk, and be liclieves that His Honour
the Lieiitenaut-Goveiuor ^^^]l concur in this opinion, that there is any
necessity for argument to shew the futility ol such assertions. Similar
objections were made to llie imposition o( the TiK'omc Tax, and they are
as groundless in the one case as m the other.
“ In the North-Western Provinces, m the Punjab, and in Oudo, tin*
proprietors of land pay on this account a tax amounting to one per cent,
on the Government dcmaiid. They pay the same in the permanently-
settled districts of the Benares Division. In the Central Provinces they
pay two per cent. In Madras the rate may he as much as per cent.
In Bombay, assuming that one-half of the cess lately imposed is devoted
to roads, the proprietors of land pay at the lalc ol’ S/j per cent. In
Bengal they pay nothing, although there is no part of India in which
the means of the landholders are so large, in which the construction of
roads and other works of local improvement is more urgently required,
or in which such works have hitherto made so little progress.
“ It was pointed out m my letter of the 28th October last, that in
th© permanently-settled districts of the Benares Division of the North-
Western Provinces, between which and the permanently-settled districts
of the Lower Provinces the most complete analogy exists, the proprietors
of the soil had voluntarily agreed to the imposition of an educational cess
on condition that the Government should give an equal amount ; it was
added that the Governor General iii Council i^oiild he glad if the
Zemindars of Bengal could be similarly brought to tax themselves for
Vernacular education, and that m such case, without pledging the
Government to any specific condition, His Excellency would willingly
give such aid as the finances of the empire could, from time to time,
fairly afford. Those remarks are equally applicable to the question of
local taxation for the construction and maintenance of roads.
“If, however, in either or both of these cases, it should be found
impracticable to provide, by any such voluntary arrangement, the means
of meeting the necessary expenditure, the Governor General in Council
is decidedly of opinion that recourse should be had to legislation, and
that a special tax should be imposed for these purposes upon the land-
holders of Bengal,”
502
STA'PK OF KI>lTCATION FN BENtlAl,
Tlie following letter on the best mode of extending Verna-
culnr ISducation has been sent to the Government of Bengal for
consideration bv ihe Governor General: —
“ From Kevd. J. Lono, lo Hin Excellency Sir John Lawrence, k.c.b.,
and K.S.I., Governor General of India,— Dated Simla, the 2l4t.b
August, 1867. I
“ Sir, — Mr. Gordon, the Private Secretary, has informed me that
your Excellency is pleased with tlie general principles relating M Verna-
cular Education laid down in my letter of the 14th instant, and\ wishes
to have my views as to a practical scheme for imparting Vernacular
Education in Bengal. \
“2. T beg lo submit the following sketch of the measures I Would
recoiiiinend as urgent in the existing crisis in Bengal. Additional
incisures can he adopted after these are in fliiccesaful operation.
“ 3. It w’ould be well. I believe, to take as a basis the existing
system of Vernacular education in Bengal, which has worked well on
the wdiole, and has been tested by experience; now it mainly needs
development and expansion with more decided efforts to work downwards
from the upper middle class to the masses.
The existing system to be
adopted as a basis.
“ The following are the chief features*
in the existing system in Bengal and
Behar
“ (a) A Director General in correspondence on one side with the
Government of Bengal, and on the other with European Inspectors and
Native Sub -Inspectors,
“ (51 TtcenUj Normal Schools established in various parts of the
country, in which natives receive an education qualifying them to convey
superior Vernacular instruction, but almost exclusively in schools of the
middle classes. The supply of these is only limited by the want of
money to augment the number of teachers under training and the open-
ing of additional Vernacular Schools.
“ (c) Model Schools supported by Government. Tliese give an
example to natives, and to the teachers of indigenous Schools of an
improved system of education.
“ (d) Grant^in-aid Schools ^ which are spreading through the country,
the Government defraying half the expense. These Schools are not
generally attended much by the agricultural classes.
“ (c) Guru Schools. These are the old indigenous Schools of the
country, fragments remaining of the ancient village municipal system,
the village having the guru or hedge School -master, the same as it has
its barber or smith. There are more than 30,000 of these small Schools
in Bengal and Behar ; the teachers are very ignorant, and can only g*ivc
instruction in the merest elements of reading, writing and arithmetic :
tbey present, however, the cheapest and simplest basis for acting on the
village population. Buccassful efforts are now being made both by
STATE OF EDUCATION IN BENGAL
m
Governmeiit and the Christian Vernacular ICducation Society to imprcve
this humble class of Schools, by forming them into what are called
Circle Schools. A circle is generally composed of three Schools situated
a few miles distant from each other ; the master or guru of each School
receives a monthly bonus from Government or private persons, varying
according to tlie number and proficiency of his pupils ; ho also receives
fees from them in money or food ; his defective instruction is supple-
mented by a superior teacher, who devotes two days a week to eacli
School in rotation. 1 myself have for years worked Schools on this plan;
they are now attended by 900 boys, and I believe this scheme is the
most practical one at the present time for reaching the masses ; it supple-
ments without superseding indigenous effort.
(/) Vernacular Scholarships of the value of Rupees 4 monthly
are given after a competitive examination to the beat pupils of Vernacular
Schools in order to give encouragement to the Scliools and enable the
successful candidates to pursue a higher course of study at superioi-
Schools. There are 450 Vernacular scholarships, costing Government
Rupees 28,000 annually. A class of acholarships, of the value of Rupees
2 per mensem, is requisite to encourage the hoys of the Village Schools;
the scholarships of Rupees 4 monthly being chiefly competed for by those
who intend to prosecute their studies at English Schools.
“ 4. With the exception of the Guru Schools, the existing system
does not tap the masses; it is adopted chiefly by hoys of the middle
classes ; it exhibits but a slow tendency to work downwards and expand
itself towards the millions ; it embraces but a fraction of the population,
leaving the agricultural and working classes
» •>“ “» "
has done much good as a preparatton for
an onward movement, and the time seems now to liave arrived when it
should be extended to the masses, the 35,000,000 of Bengal, of whom
two per cent, cannot read intelligently. I do trust that while in France,
Prussia, and even in Russia sedulous efforts are being made for peasant
education, Bengal will not in this respect be backward; and especially
as the removal of popular ignorance is one of the chief means of destroy-
ing that system of popular superstition, w^bich is so mighty an obstacle
to all measures for the religious and social amelioration of the millions
of Bengal.
“ 5. The expansions and changes I would propose in the existing
system are the following : —
“ (a) The Grant-in-aid Rules to he modified, so as to require from
Guru Schools only one-third the local contribution instead of one-half
as at present. The peasantry do not value knowledge sufficiently to pay
half the expenses of a School; repeatedly have they said to me— -we are
not merchants or pandits, what is the use of learning History and
Geography. If in Prussia education has long been compulsory y if in
Sweden a man cannot be married who can neither lead not* write, and
504
STATE OF EDUCATION IN BENGAL
if iu Christian England the question of compulsory education is looming
in the distance, why should we in this land of caste, where even the
educated native too often says Odi profanum vulgus ct nrceo, expect that
the common people will pay for a knowledge of what they do not at
])rcsent see the pecuniary value.
“ (6) A Director of VernaenJar Education to be appointed, who,
being I’esponsible only to the Government of Bengal, should; have the
sole and uncontrolled nvanagement of A^ernacular education, ^nd should
alone correspond direct w.th the Bengal Government on all Vernacular
questions. I proposed tins twelve years ago to the Bengal Government,
and subscMiueni experience and observation have only confirmed iy views.
“ My reasons then, as now, had no reference to tlie individual filling
the office, but simply in relation to the olivious [irinciple of the ^^divisiou
of laboiu-, which requires that one Director should have charge of the
higher ediu'ation, the otlicr that of the masses; the operations of both
are so dilh^rciit that no man, however able or industrious, can do justice
to both, involving, as each of them does, a variety of^new and com-
plicated questions, very different in their bearings in a country like
Bengal, vhere educational cannot be separated from social problems.
“ Great stress is to l>e laid on the Vernacular Dii*ector, whose un-
divided attention could be given to Yernacular questions which embrace
the following Sub-Divisions : —
“ (a) The education of ryotff and the ivorking cUiftfies, a sphere
greater in respect of population than that, of France and Scotland united.
“ (b) Female educatxion now rapidly developing itself in Bengal,
though the Punjab has gone ahead of Bengal in this branch.
“ Mahomedan Educahon, hitherto so utterly neglected, iu my
previous letter I have referred to the important social and political conse-
quence connected with it.
“ {d) The Orten'.fQl Colleges . The Sanskrit College of Calcutta has
been exceedingly useful in promoting the development of Vernacular
Literature, and suiiplymg a well trained class of Pundits for teaching
the Vernacular and making translaiionB. As Philological Institutions,
Oriental Colleges are of primary importance in the present condition of
the Indian Vernaculars. The Calcutt^l and Hooghly Madrassas have
long required Principals at their head, acquainted with Arabic and
Persian, who could devote their entire time to the duties of those Colleges,
and exercise an useful influence among the Mahoraedans.
{e) Agricultural Instruction, This is of primary imiiortance for
rural Schools, as education in Ireland and Prussia has shewn. In Bengal,
the practical measures to be adopted are the teaching it in Normal
Schools, with elementary class books in Village Schools. I myself pub-
lished a book on this subject, which proved very useful for the pupils of m.Y
Village Schools. A Chair of Agricultural Chemistiy in the Calcutta
University would be important for Bengal, as would a Minister of Agri-
culture in connection with the Supreme Government.
STATE OF EDUCATION IN BENGAL
506
“ {[) Vernacular Literature y in correspondence with the Calcutta
School Book Society in relation to Vernacular School-books.
“ iO) Vernacular School and District Libraries. The circulation of
useful Vernacular books, by Book-hawkers, and the compilation of an
Annual Report on Vernacular Literature in relation to its statistics, the
quality, number, and circulation of books.
“ 6. The above-mentioned seven subjects are closely connected with
one another, and all bear on the interests of Vernacular education. The
Vernacular Director having to work them out by a staff of subordinate
Agents, w’ould have ample occupation for his department without dis
tracting his attention by problems relating 1o the higher education of
the upper ten thousand.
“ 7. There is another subject that belongs also to the Vernacular
Department referred to in the Educational Despatch of the Secretary of
Slate for India in 1854, which directed — ‘ That even in lower Govern-
ment situations a man who can read and write be preferred to one who
cannot, if he is equally eligible in other respects.’
“ This injunction has remained practically a dead letter in Bengal,
but it deserves the serious attention of the authorities as one of the
cheapest and most efficient means of giving a pecuniary motive to the
people for learning to read and write, (’ertainiy it might at once be
carried out in the Police.
“ To make this test effective, there should, be periodical examinations
held in various Districts, conducted by the Vernacular Department, and
presided over by the C-ominissioner of the Zillah, to attach weight to it.
rertihcates .should be In'stowed on those who pass the examination, and
after a given period no man .should be eligible for any office under Gov-
ernment unprovided with this certificate. J believe these examinations
conducted publicly would give a considerable impetus to adult education.
“ 8. On the other hand, the Bengal Director of Public Instruction
has ample scope for his energies in the Administration and Correspondence
Department relating to English education, comprising
(a)
(b)
‘ (c)
' «J)
The Calcutta University increasing every year in importance.
The Zillah Colleges of Bengal.
The ZiUah Schools.
Til© Anglo-Vernacular Schools.
The Grant-ivaid system as applied lo numerous Angto-
Vernacn'ar Schools, Missionary and Native.
“ if) He has practically to decide the questions that are leferre
to him from the Inspectors and the various Departments.
“ (g) He corresponds directly with Government.
“(h) He seloots suitable persons for the Colleges and ea
which requires considerable care and investigation on is ‘
•• 9. The numerous details that arise out of the above ®’>b,ec te m^
give a Director, however earnest and diligent, little leisure to 8>^
consideration to the numerous, difficult, and important ques ions
with' Vernacular education,
35— laaoB
506
STATE OF EDUCATION IN BENGAL
“ For, carrying out the proposed extension of Vernacular education,
a grant of two lacs of rupees is required from Imperial Funds aa the first
instalment. I have stated in my previous letter why the Bengal peasant
has special claims on the Imperial Oovernment : it was that Government
which, in ignorance and with good intentions, handed him over in
1793 to the zemindary system, which has reduced him to a serf, a
pToletaire, and has made him the victim of a class of men who, with
a few exceptions, are practically opposed to his social elevatio|ji, as well
as to his education. After a quarter of a century’s residence ijn Bengal,
I have known but rare cases where cither Zemindars or educated natives
would do anything to raise the Bengal ryot to the status of a ‘\man and
a brother,’ the Supreme Government, therefore, as the gurib pui^war (the
protector of the poor and helplessl ought not to forego its functions in
this case. The peasant has been starved in body ; is he to remain
starved in soul also?
“ 10. To meet the further expenses that must be incurred in develop-
ing this scheme, besides grants from the Imperial Revenue, there may be
available from local sources the following : —
“ (a) An Educational Cess. This has succeeded only in Bombay and
tiio North-Western Provinces, but Bengal is under the blight of the
Zemindaree settlement. Zemindars, in common with the majority of
educated Natives, are too indifferent to the people to concur in taxing
themselves for the benefit of the million; while the people themselves
complain so bitterly of the Chowkeedaree Tax, and the extortion it leads
to, that they dread extremely any new taxation; besides, they see as
little advantage in being taxed for Schools as the criminal classes would
to volunteer i>aying a direct tax for Policemen and Jails.
“ (b) Raising the fees of the pupils that attend Anglo- Vernacular
Schools and Colleges, and diminishing the grants. So as to gradually
diminish the grant for English education, this would yield a considerable
amount available for the people at large, w'ho have not the rich prizes in
situations and offices that are open to the alumni of English Schools.
Tlie remarkable success of the Calcutta University illustrates the money-
value 10 natives of an English education which has the prizes, while
Vernacular Education under the existing system has but blanks. When
English education was commenced in 1835, in Bengal, one object held
out was, that it was the shortest way for getting at the people — that
English education was to prepare for Vernacular. Thirty years have
elapsed since these promises were "held out. Mr. Adam was appointed by
Lord W. Bentinck as CommiBsioner to enquire into Vernacular Educa-
tion in Bengal. His reports were shelved, and bo was the subject until
lately. These reports have been a long time out of print, and contain
much valuable information bearing on the present question. In 1861 >
the Bengal Government accepted my offer to edit a selection from, or
digest of, the most useful portions of them; but ill-health soon after
forced me to England. On my return I saw there was not sufficient
STATE OF EDUCATION IN DENCIAL
507
interest taken by the authorities in the subject of Vernacular Education
to induce me to enter on the work.
“ But now that the question of the extension of V'eiuacular Educa-
tion has been re-opened, I believe a selection from those reports .would
be of use; and if my services in editing them were required, I would
gladly undertake it for the Govermnent of India. The eubjects discussed,
and information given, might l>e suggestive of Vernacular Education in
other Presidencies, and might be printed in the Selections oF Ihe Govern-
ment of India.”
Adam, in his ]lei)ori, dwells on the importance not only of
Vernacular but also of Orienlal Education, which must be thi
fountain for polishing the Vernacular, making English ideas to
he clothed in an oriental garb suitable (o the people. He gives
interesting details of the studies, writings and hifluence of the
Pundits and classes acquainted with Sanskrit or Arabic; since
then, great improvements have been made in the Benares Sanskrit
College, while the Sanskrit College in Calcutta has been re-
modelled, has produced, and is producing, a class of able teachers
of Sanskrit and the \'ernacnlar, as well as sui)plying clover
translators. Tlie interest ill Orienlal Education is on the
increase: and, in 1867, Dr. Smith, of Serampore. submitted a
proposition to the. Syndicate of the Calcutta Univ<>rsity on the
subject of Oriental Pdticaiion. The following are the leading
points : —
From G. Smith, Esquire, to J. Sutcufkb, Esquire, Keg.strar of tte University
of C»lcutta,-Dat.ed Serampore, the 29tl> November, J867.
" It seems to me that the time has come for the Indian Umversity
system to assimilate to itself, and so to elevate and imprcgimte with the
results of Western thought, the purely Onenta.1 learning an
Education of India. That system is
and practice of the London University, and ignore.s almost all that
English in form and substance.
•• It will certainly bo admitted, at least, that the tin.e has come to
ask the question, wh;ther the course of
third of a century has not been too exclusively ng
“ The people themselves feel this want, and m the ^
more than one demand has been made
University ib well known to the Senat . ^
I JadSd »y»ll .h» “ “"» •■ r..? '. 1.“ ^ „
Major I/ees will testify lo both wi an ^ University
claim. Solely from the impossibiUty, or unwillingness of out Umver y
508
STATE OF EDUCATION IN BENGAL
to assist, elevate or incorporate that movement, it has drifted into what
looks very like ultimate failure. The opinions of His Excellency the
Chancellor and of Sir Donald Macleod in favour of that movement have
been widely published. Both have given it warm personal and official
support. Then there has been, more recently, the similar application of
the Institute at Allyghur or Bareilly, representing the learned natives
of the North-Western Provinces. The reply of the Government of India
to that application recognised the necessity for aiding Oriental learning
by honours and rewards. At present all that our University aoes is to
insist that graduates shall add to a sound and extensive knowledge of
the English language and literature, and of European history, science and
philosophy, all taught and acquired through the medvum of ^nglish,
familiarity with one learned language, which may be Latin or Greek as
well as Sanskrit or Arabic. \
“ This seems to me not enougli. It fails, and will alw^ays fail, to
reach the learned class of Pundits and Moulvies whom, for political as
well as social reasons, it is so desirable to induence, and it has not the
remotest effect on the progress of Vernacular Education. If our University
is to be true to its name and functions, and to develop not after a London
pattern, but naturally and with a healthy and varied fulness, it must
recognize the wants, absorb the intellectual life, and guide the literature
and language of all classes. The University is in a new position, and
has made a noble beginning. The question is, how will it best represent
and elevate the full and varied mtellectiial life of India?
“ (a) That the University of Calcutta be empowered to affiliate
Colleges in which true science, true history and true metaphysics arc-
taught only through the Oriental languages and their literature are
scientifically studied.
“ (b) That the University be permitted to grant degrees for purely
Oriental attainment of an honorary character to distinguished Oriental
Scholars, and after examination to others. If the University of London
could meet the growing interest of Englishmen in physical science by
creating the degree of Doctor of Science why should not that of Calcutta
adopt itself to India by conferring such degrees as Doctor of Sanskrit
or Master of Arabic?”
The Calcutta University has, however, given a great impulse
to Sanskrit studies by the important position they hold in the
University Examination, but it does not affect the class of Tol
Pundits who, according to the Government Inspector of Schcols
in the Dacca Division, “ exercise more supremacy over the minds
of the people than any other class.”
The following are some of the objects set forth by the pro-
posed Lahore University: —
” While the revival of Eastern learning and the creation of a good
vernacular literature will be the primary object of the Univenity, yet
Sl’ATK OF EDUCATION IN BEI^GAL
509
English will be still considered as the natural complement of education,
and of the highest value to the native student whose mind has been
thoroughly disciplined by a study of his national classics.
“ The Government Schools and Colleges, whether high or low, should
he regarded, not as permanent institutions, but only as a means for
generating a desire and demand for education, and as models meanwhile
for imitation by private institutions. In proportion as the demand for
education in any given locality is generated, and as private institutions
spring up and flourish, all possible aid and encouragement should be
afforded to them; and the Government, in place of using its power and
resources to compete with private parties, should rather contract and
circumscribe its measures of direct education, and so shape its measurea
as to pave the way for the abolition of its own schools.
“ The University of Calcutta is, for various reasons, unsuited to the
wants of this province : —
“ Firstly. — Its distance is too great and the area over which ite
affiliated institutions extend too vast and varied to admit of its exercising
the influence which would be exercised by a University located at Lahore.
“ Secondly. — Were the Calcutta University more accessible than it
IS, it would still, in the opinion of the European and Native promoters
of the present movement, be unsuited to the requirements of the Punjab,
insisting, as it does, on a considerable knowledge of English as a sine
qua non for matriculation and the obtaining of degrees, and affording by
its course of study little encouragement' to the cultivation of the Oriental
classics, and one to the formation of a modern vernacular literature.
“ The objects of the Universities of Lahore and Calcutta are different,
but not antagonistic; each may carry out successfully its proper speciality,
and each may afford the other valuable assistance.
“ The University, as an exatmning body, will hold examinations for
conferring degrees and ‘ sanads ’ for proficiency in 1, languages; 2,
literature; 3, Science.
“ It will also give rewards for good original works in the Vernacular,
or good editions of Standard Oriental works, or for translation from
European works.
“ In the examinations and the tuition of the T’niversity ‘ the com-
parative method ' will be aimed at, in order to form a link between the
languages, literature and science of the East and the West.
“ Urdu and Hindi will be the principal vehicles for dxreci instruction
to the masses of people.
“ Arabic w'ith Mahommedaiis and Sanskrit with Hindoos will hold
that place which the classical languages of Greece and Home hold towards
ourselves.
“ English wdll give the opportunity for comparing their own language,
literature and science with our own, and its tuition will thus be rendered
a really invigorating exercise for already prepared minds, not a mera
word teaching.
510
STATE OF EDUCATION IN BEI^gAL
''It is felt so strongly that it would be fatal to the success of the
University were its teaching, which is intended to bo on the European
system, to degenerate into the old Oriental method, that all Examination
Committees will contain in their number some Europeans of learning and
influence, who will thus give a guarantee for the liberahty and progress-
ive tendencies of the Institution.”
Oriental institutions ought to be powerful engines i when
properly worked, for influencing the moulvie’s mind qmte in
accordance with the despatch of 1854, which states — \
“We do not wish to dimimsh the opportunities which ale now
afforded in special institutions for the study of Sanskrit, Arabid, and
Persian literature, or for the cultivation of those languages which ma>
be called the classical languages of India. An acquaintance with the
works contained in them is valuable for historical and antiquarian pur-
poses, and a knowledge of the languages themselves, is required in the
sludy of Hindoo and Mahommedan Law, and is also of great importance
for the critical cultivation and improvement of the Vernacular languages
of India.”
The Anglo-Persian classes in the Calcutta and Hooghly
Madrassas have been succeissful of late years. Mr. Howell, in his
Note, mentions a striking case recorded by the Inspector of Behar
regarding Mahoimnedaiis : —
” Pro'porUon of Mahommedan Htudents in Vernacular Schools , — On
the fiingular preponderance ol Mahommedans over Hindoos in the
Bhaugulpore attached Model School, where the relative numbers are 60-40,
the Head Master of the Training School, Babu Kalicoomar Mitter,
observes : — Our discipline and course of study is the same as observed
ID all Government English Schools and Colleges. We teach history,
geography, and mathematics. Only all this instruction is given, not in
English, but in the Vernacular. Hence our School is more popular with
Mahommedans, and the time-honoured though miserable, Makiabs and
Meeajees are being drained of the Mahommedan pupils, who will not go
to an English School.
” Such is the important functions which Vernacular Schools are
performing, albeit only Lower Class Schools, ill-supported and too little
encouraged. They are drawing a large section of an influential class
who have persistently kept aloof for the most part from English Schools,
where the pupils acquire the ' foreign dress and manners which will
shut them out from Paradise,' and where the time allotted to Oriental
literature and the language of their Koran, with the small consideration
in which Arabic and Persian literature are held, are wholly inadequate
and fall far short of the value set on it by themselves. The knowledge
acquired in those Vernaculftr Schools in some subjects up to the Entrance
BTATfi OF Education in Bengal
611
standard is ia others not much below it. And all who gain Vernacular
scholarships, besides numbers in whose minds the Vernacular Schools has
awakened the first desire for knowledge, are so many additions from
year to year on the roll of the higher English School, which they might
have never entered but for the Lower Vernacular School.
“ There is yet another important service which they render, and
it is one of great social and political significance. The special attention
given to Arabic and Persian in Oordoo Schools and the inclusion in
Hindee Schools of Sanskrit literature and classical Kamayan and Prem-
sagur, venerated by the Hindoos as their sacred Purans, help to set at
rest deeply-rooted suspicions, and to fill up the breach due to divergence
of faith, language and customs. ‘ These books,’ they say, * would never
have been allowed in Government Schools if the Government had any
design against our religious faith.’ This cultivation of our sacred lan-
guage does not look as if Government wanted to uproot the language and
to supersede it by English.”
The attempt to bar up knowledge to the Mahoinmedans^
except they gain it through Englinh, has been a failure; the
remarks of Sir 1). Macleocl, Governor of the Punjab, in his reply
to the address of the Native nobility of Lahore on this point, are
striking: —
“ The great bulk of oui scholars never attain more than a very
superficial knowledge, either of English or of the subjects they study
in iluit language, while the mental training imparted is, as a general
rule, of a purely imitative character, ill-calciilated to raise the nation
to habits of vigorous or independent thought.
“ It appears indeed evident thai, to impart knowledge m a foreign
tongue must of nece.ssitv greatly increase ilie difficulties of education.
In England, where the Latin and Greek languages arc considered an
essential part of a polite education, all general instruction is conveyed,
not in those languages, but in the vernacular of the country; and it
seems difficult to assign a sufficient reason why a different principle should
be acted upon here. . ..
" And this brings me to the defect which I myself more especial y
deplore in the system of instruction at present almost excluswely
followed, via., that it has tended, though not intentionally, to aliens e
from us, in a gr«»t measure the reaUy learned men of your race Little
or nothing has been done to conciliate these, while tlm literatoe and
science which they most highly value have been virtually J;*
coiuequence has been that the men of most cultivated
our rL and yours have ^mained but too often widely apart,
unable eithei to understand or to appreciate the other. And th
have virtually lost the aid and co-operation of those ' J
assured, afforded by far the beet instruments for creating the liter t re
vre desire*”
512
state of education in BENGAL
The marked success that has of late attended the study of
Sanskrit in an improved mode among English educated natives,
sliews that a corresponding movement may take place regarding
the Persian and Arabic with Mahommedans. The Report of the
Committee of Public Instruction for 1852, giving the detail of
the reforms introduced by Pundit Vidyaisagar into the Sanskrit
College, Calcutta, evinces what may be done — ^his reforms have
been most successful. ^ \
Agricultural education, so important in its bearings as
giving a practical direction to the education of the masses, is
recognised as a vital branch of national education in Prussia and
Ireland; boys who have to return to the plough from the School
must have the subjects taught of a nature not to lead them to
despise peasant life. In India as long ago as the beginning of
this century, an able minute was written by the Marquess of
Wellesley on the subject of Model Farms as forming a branch
of Agricultural instruction, and he proposed appropriating a part
of Barrackpore Park to the purposes of a Model Farm. Lord
W. Bentinck revived the idea and enforced it in an elaborate
minute. Adam in his Report refers to the question. It has
been brought before the Bengal Government, by Babu Joykissen
Mookerjee, who has made an offer of a considerable sum to
Government to carry out the object. The following is some of
the correspondence on the subject.
The Bengal Director of Public Instruction writes to the
Secretary of the Bengal Government, May 27th, 1865: —
“ His Honor will perceive that the measureg recommended by the
Land-holders’ and Commercial Associations are in the main directed to the
same object as those proposed by Babu Joykissen Mookerjee, who advocates
the formation of an Agricultural Department in connection with a new
College for General Education to be established at Ooterparah, towards
the maintenance of which he has offered a handsome contribution. The
advocates of this course of action propose that arrangements should be
made in connection with some one or more of our Colleges for General
Education to provide systematic lectures on Agriculture and the sciences
which bear upon it, for the instruction of the more wealthy classes of
Native Society, who are the owners of landed property, and have a direct
interest in its profitable management, in the hope that some of them may
apply the teaching they receive to the improvement of their crops.
"If, however, a competent Lecturer could be found, it might be
worth while to try the experiment of deputing him in rotation to the
STATE OF Education in Bengal
513
different Schools and Colleges, to deliver short courses of popular lectures,
not as a part of the School business, but for the benefit of the general
public, with the view of arousing attention and disseminating the idea
that there is at least a possibility of increasing Agricultural profits by
improved methods of cultivation, and by the exercise of greater care and
discrimination in the breeding of cattle. In this way public interest may
perhaps be excited, and the people led to discuss the suggestions made to
them, and even prevailed on by degrees to bring them to the test of
experiment.
I am still, however, inclined to adhere to the opinion that, as far
as regards the action of the Slducation Department, the manner in which
most good is likely to be effected is by disseminating information in a
very humble way tlirough the agency of the Normal Schools for the
training of Village School Masters. The pupils in these Schools are
drawn from the country villages and are destined to return to them as
Teachers, and it seems possible that by giving them simple instruction as
to the objects aimed at by Agricultural improvements and the gains to
bo anticipated from them, useful hints may bo widely spread among the
actual cultivators of the soil, and gradually influence them in a right
direction.”
In a letter to the Bengal (ioverninent from the Secretary of
the Landholders’ Association of the 2l8t October, 1804, it is
stated : —
” The formation of an Agricultural class in some one or more of the
fijducational Establishments supported by Government under a Professor
or Instructor well grounded in the principles of Agriculture and of
Agricultural Chemistry.
” The class from which the Committee have the greatest hopes is
that of the Talookdars and the sons of Traders and Artisans whose
fathers have acquired moderate wealth, and have invested it in the
purchase of land. Many of the smaller Talookdars are resident on their
properties, and many are understood to have jxirtions of their land in their
own possession, or at least under their own control, and if these men had
the opportunity of attending an Agricultural class when at School or
College, it may be hoped that some of them would apply the teaching
they had reoxsived to the improvement of their crops.
” This seems to the Committee the most likely means of introducing
improved modes of cultivation, and of gradually breaking down the
prejudice which separates Practical Agriculture from Education, and if
a certain number of these small Talookdaj’s and sons of Tradesmen and
Artisans should take to improvement and succeed, the most intelligent of
the ryots would adopt the system which they saw to pay, and would
learn, from observation and practical experience what they never could
have been taught from theoretical education in the Schools.**
5l4
STATIC OF education IK BENGAL
Tlie Sccretaiy of the Agricultural Society recommends the
study of Agricultuj'e in the Normal School©.
Tile Honorary Secretary of the British Indian Association,
which is composed chiefly of Zemindars, writes: —
“ The Committee deem it highly desirable that some arran^emenU
should bo made for rendering instruction in Agriculture a part [of the
general scheme of Education in this country. They admit that ift would
be premature to establish an Agricultural College. The maintenimce of
such an Institution would be attended with an expense which wou^d not
justified in the present position of things. But the Committee \think
the object aimed at may be attained by the establishment of Agricukural
Teacherships in Vernacular Village Schools in the way suggested by
Babu Harimohun Banerjee, as it will bring a knowledge of improved
Agriculture within easy reach of that class of the community who are
directly engaged in the cultivation of the soil, and to whom it is likely
lo prove of the greatest use and importance.
•
“ By way of supplement to the above arrangement, the Committee
would recommend that greater attention may be directed to the study of
the physical sciences in the Collegiate Institutions of the country, parti-
cularly to the study of those branches of science which are allied to
Practical Agriculture. That alone can effectually remove the deep-rooted
prejudices which now prevail in the country against Agriculture and the
industrial arts generally. Chairs for some of the sciences already exist,
and the Professorial staff may be strengthened in such proportion as may
he deemed advisable. Each of the Colleges ought further to be supplied
with a well furnished Laboratory, which, the Committee are informed,
none of the Mofussil Colleges now possess to the desired extent. The
Professors will then have opportunities to introduce practical experiments
in illustration of the theories they teach.
'* Scientific education will not only assist in the alternation of- the
crops and the renovation of the soil, but it will aid materially in the
development of the general resources of the country. Hence it is that
the Committee urge the extension of the present arrangements for ins*
iruction in science and the direction of the attention of our students ii
the Colleges to those branches of it which are allied to Practical Agri
culture,
" With a view to rear up a body of qualified Teachers, it would be
necessary, in the first instance, to provide for their instruotion in the
Normal Schools, which are now maintained for the trainiilg of Village
School-masters. A Manual of Practical Agriculture in Bengalee may
also be prepared, giving a description of the soils of Bengal, th^ peca-
BTATK Education in Bengal
liaritie&y the means of their improvement or the preservation of their
vitaUty, the crops adapted to the soils, the advantages of such ideas about
Agricultural arrangements and the management of cattle as may be easily
comprehensible to the masses, and the practical application of which may
be beneficial to the country.^
*’ By thus working at the two ends, that is, with the EngUsh Colleges
at one, and. the A^ernacular Schools at the other, some good, the Com*
mittee have reason to believe, may be effected, though they can conceive
that improvement to the desired extent must be the work of time.”
ill June, 1868, an Agriculiui*al class was opened in comiec-
tioii with the Calcutta Normal School, taught by Babii Havi-
mohaii Mookerjee, who reported of the studies in July, 1807: —
The pupils of all tlie three classes of the Normal School are admit*
tod to this class, and are taught through the medium of lectures for an
hour twice a week. The subject of study m this class comprises Ele-
mentary Botany, Agriculture and Horticulture. The first is taught by
loctures only, there being no class book available in Bengalee. The
lectures, however, arc so framed, and the points discussed are so illus-
trated by the exhibition of specimens, that the want of a class book is to
some extent obviated. Opportunity is also availed of every Saturday to
take the more advanced pupils to the Koyal Botanical Q-ardens for
practical instruction, both in structural and systematical Botany and
Agriculture. The lectures on Horticulture and Agriculture are devoted to
the study of soils, the modes of improving them, the manures best suited
to this country, the system of propagating and multiplying plants, the
effect of climate on vegetation, and such other subj'ects as are generally
included under those heads. In learning these subjects, the boys have
the aid of a small treatise published by me, and that of certain manus-
cript notes which are intended for publication, whenever sufficient en-
couragement shall offer. These notes treat of the whole subject of
Agriculture.”
Adam frequently refers not only to Agricultural, but also to
Medical Education through the Vernacular.
Previous to 1807, from fifty to one hundred native doctors
used to attend the native hospital to study the practice there,
and introduce it among their countrymen — one of them got so
rich ais to drive in his carriage.
* There are already two good hooks in Bengalee on this subject,
the Erishi Pat and Krishi Darpan,
516
STATE OF EDUCATION IN BENGAL
A Vernacular Medical School of thirty students had previous-
ly existed under Dr. Jameson, a knowledge of Hindustani was
required, they received eight rupees monthly during their course
of three years’ study, and were afterwards posted to civil or
military employ, on salaries of twenty or thirty rupees monthly,
with pensions ; instruction through Hindustani was given on
Anatomy, Materia Medica, and Clinical subjects. Dr. jBreton,
another professor, published various Urdu works on (Medical
subjects. \
Ln 1828, Dr. ’ryler was appointed Anatomical lecturer in
tile Sanskrit College, witli a Pundit assistant. The students not
only handled the bones of the human skeleton without reluctance,
but in some instances themselves performed the dissection of the
softer parts of animals — ‘ an hospital was proposed to be con-
nected with it, as also that the passed pupils should be attached
to jails.'
In 1842-48, Dr. Mouat, the Secretary of the Council of Edu-
cation, circulated a minute stating that, on the ground of the
expense of supplying Sub-Assistant Surgeons to the millions of
-Bengal, it was necessary to liave a class trained through the
Bengali language, ‘ men who w^ould be the only checks on the
common vendors of poison : ’ to consist of one hundred persons
on scholarships of five rupees monthly, trained by two professors
selected from the passed students : when their studies were
completed, to be located at their own clioice at thannas, * thus
increasing tenfold the usefulness of tlie Medical College, by
bringing the blessings of European medicine to the hearths and
homes of the opprest in remote stations, where Government
dispensaries could not be established, and thus forming a special
medica] Police.' The Council of Education cordially agreed
with the plan. Ham Komal Sen, noted for his Oriental scholar-
ship, proposed in 1844 Eupees 1,000 as a prize for the best
translation into Bengali of a treatise on Anatomy, Materia
Medica. and the treatment of the principal diseases prevalent in
India. In his proposal the Babu stated instruction must be
given through the Vernacular; tlie natives studying through an
English medium, ‘ have neither time nor disposition, nor means
to communicate to their trounlrymen the knowledge they
possess.
STATE OF education IN BENGAL
517
Id January, 1852, Lord Dalliousie, on the pix>po8al of the
Bengal Government and the Professor of the Medical College,
passed the following Jlesolulion : —
The President in Council observes that hitlierto the siations and
Hospitals in Bengal as
well as the North-
Western Provinces and
Punjab have been sup-
Ijlied with Native Doc-
tors from the Hindus-
tani class in the Medi-
cal Colleges, but that,
with extension of
Territory and augmen-
tation in the number of
Or per annum ... 7, ‘200 Medical TnstitutioiiK,
&c., the demand for
Native Doctors has
considerably increased. To siipply this demand, it is proposed to estab-
lish a Bengali class of Native Doctors at the Medical College at a
monthly cost of Rupees 605, as noted on the margin.”
The class has been a great blessing in the villages of Bengal,
affording Medical aid to numbers for low fi'os ; it lias been a
pecuniary success ; some of the ex-students make by fees as mucli
as 400 Kupees per month, and are the only parties calculated to
remedy the enormous evils inflicted by the kaiiiraj or native
doctor, the source of death to thousands.
In the last Report of the Bengali Class of the Medical
College, Dr. Chevers, Principal of the Medical College, states: —
” 160 students remained over from the previous year, 97 were
admitted into the Licentiate class, and 47 into the Apothecary class,
giving a grand total of 304 students at the conuucncement of the session,
against 242 at the beginning of the previous session. This shows an
increase of 62, and may be regarded as an index of the popularity of
this class among our students and the native community.
" Of the 144 new admissions 9 of the Licentiate and 10 of the
Apothecary class students, or 19, were stipendiaries on 5 Rupees per
mensem ; 18 Members of the Licentiate class were vernacular out acholar-
ship-holders ; 7 Licentiate class and 6 Apothecary class students, or
13, were free students; 63 of the Licentiate class ^ and 31 of the
Apothecary class, or 94 in all, were paying students."
Now sanc-
Present. tioned. Increase
IVacher of Anatomy
Rs.
Rs.
Ks.
and Dissections ...
200
250
50
,, Medicine
150
150
„ Surgery
1 Servant
150
150
5
5
50 Stipendiary students at
Rupees 5 each
250
250
Total per mensem ... 605
518
f5TATE OF EDUCATION IN BENGAL
There are 94 students who pay. Government has lately
established a Native Professor of Midwifery for them, and each
student pays a foe of one rupee monthly for ihe instruction.
There is a Hindustani vernacular class in the Medical
College which was established many years ago for students
designed for the Army ; there are 104 Musalmans and 15 Hindoos
studying in it. j
The limits assigned to this introduction prevent our entering
on the recent subjects of night schools and normal schools for
the training of gurus, of the working of the circle system of
schools, and above all of the important subject of female educa-
tion which has taken firm root in the native mind. Babu Bhudev
Mookerjee, one of the Inspectors, is now working out a plan for
a class of boys’ schools which may be attended by girls up to n
certain age.
The course of vernacular education owes much to the labors
of Babu Bhudev Mookerjee who organised and worked success-
fully the normal school at Hooghly mainly on the principle of oral
instruction, the pupils taking co])ious iiotes of the lectures. For
liis labors in connection with guru scliools, female education, see
the Education Report, for 1865-66, 1866-67, and JR68, Howell’s
and Monteath’s Notes on Education.
Night Schools have been introduced in connection with the
patshalas for the instruction of adult day laborers as well as for
those children who work in the day, hut can attend only in the
evening. The gurus are paid one rupee for every five pupils
evincing due progress. Babii Bhudev Mookerjee has 250 night
schools under him, atleiided by about 4,500 pupils, in Burdwan,
Bancoora, Midnapore, Murshidabad, Jessore, and Nuddea
Districts; the pupils arc allowed to pay their fees in eash or
kind or labor.
Girls' classes W(‘.re started in 1866, ^in schools in which the
girls attended the (dasscs along with the boys ; at the close of
Mardi there were 2,500 girls eonneeded with those classes.
Sir J. Grant’s plan in 1861 of giving rewards to old gurus
has been modified ; the gurus are selected now by the villagers
and sent to the Normal Schools ; after receiving certificates they
go back to their villages and are paid by fixed salaries, subject
to reduction in case of their pupils not progressing. The people
choose their own gums ; last year the Government paid 25,000
STATE OP EDUCATIOl^ IN BENGAL
519
rupees in stijiends, the people paying 81,000 rupees. These
schools are supplied with maps made by their own gurus ; each
guru after receiving his certificate remains a fortnight at the
normal school to draw the maps of Asia, India, Bengal, and the
World.
In 1863 a plan liad been begun of establishing three Normal
Training Schools to provide village sehooUnmsters for their
zillahs; the opening of patshalas under the* t(*achers trained in
these schools commenced at the beginning of 18(14, and the
beginning of 1868 has provided for the system 1,1*25 patshalas
and 83,831 pupils.
The statistics of (loverumcnt vernacular (alueation up to
March, 1867, in Bengal exhibit the following. —
There are 23 Government normal vernaeiilar scdiools having
1,224 students on the rolls, and 3 private nmanal schools under
idspoction containing 129 pipnls
Pupils under Vernacular inetructiou.
Schools,
Pupils.
Government middle class
... 112
6,866
,, lower ,,
84
3,262
Native girls under inspection ...
... 183
4.228
Beceiving allowances.
Vernacular middle class
... 195
7,771
,, lower ,,
... 1.037
29,666
Native girls
60
894
Under inspection.
Vernacular middle class
48
1,726
,, lower
... 277
6,970
Native girls
24
363
Such is what lias been done. Among tlu* things whicdi r(‘-
iiiain to be done tlie following deserve considciation : —
As one way of meeting the objection that if a boy goes to
school he is not fit for the plough, some knowledge of agricul-
tural instruction ought to be communicated in a popular way
through class books which ought to be read in schools, and prizes
ought to be awarded for proficiency in them ; this is done with
success in Ireland ; peasant boys exhibiting a taste for the study
might be sent to an institution which is greatly needed for
training gardeners and agriculturists ; at present enormous sums
520
STATE OF EDUCATION IN BENGAL
I
1
of money are wasted in importing valuable plants which the
present race of gardeners do not know how to train up.
1. While the pupils of English Schools have before them
the prospects of a great number of prizes in the rich and
numerous situations in every department opened to those who
know English, Vernacular students have none of this, and even
the order of Lord Hardinge of 1844, that in all (TOve|*nment
situations and even in the lowf'.st the man that can read or write
should have the preference over one who could not, has re-
mained to this day a dead letter. '
2. The Grant-in-Aid Xlules requiring a contributioti of
help from the people is not applicable to Bengal, where the
mass of the people have not the ability nor the willingness to
contribute.
W. G. Yoinig, Esquire, the first Director of Public Instruc-
tion ill Bengal, in IfiOo, wrote as follows on this subject: —
“ That tliis system (of grants-in-aid), viewed as a means of dissemi-
nating education among the masses of the people of Bengal, has failed,
and that unless the present rules be modified and the conditions on which
grants are given he relaxed, it must continue to fail, is, I believe, the
unanimous opinion, not only of the Inspectors and myself, but. of every
one practically engaged or interested in the work of popular education;
and I may perhaps venture to add that this is also, I believe, the
opinion of His Honor the Lieutenant-Governor.”
Mr. Hodgson Pratt, Inspector of Schools, South Bengal,
bore similar testimony ; —
” I do not see how it is possible for Government with this fact
before them to come to any other conclusion than that their measures
have failed, and that the education and elevation of the mass of the
population cannot possibly be effected so long as Government limits its
assistance by the terms and conditions laid down in the Grant-in-aid
Buies. It appears to me that such rules are out of place in a country
where the value of Education is utterly unfelt by the mass of the
people, for the rules presume the highest appreciation of the value of
Education, based as they are on the supposition that the people of this
country are so desirous of an improved description of instruction, that
they will aciaally pay, not only Schooling fees, but contributions from
their private resources: why, this would be too much to expect in scores
(STATE OF EDUCATION IN BENGAL
. CKf plaoea in England, with a civilisation which has been ever steadily
growing for centuries, and where the people are blessed with the ad-
vantages that race and religion can confer.”
Mr. H. Woodrow, Inspector of Schools, Eastern Bengal,
wrote as follows : —
“ In these Districts grants-in-aid for Anglo-Vernacular Schools will
probably succeed, but they have failed, and will utterly fail, for purely
Vernacular Schools.”
Lord Stanley's Education Despatch gives the following
summary of the opinion formed by Mr. T. C, Hope, of the
Bombay Civil Service, the active and intelligent Educational
Inspector of the Guzerat Division ” ; —
” That officer has described, in strong terms, the discouragement
and loss of time sustained by him in his attempts to secure the voluntary
consent of the people to the establishment of Schools under the grant-in-
aid system, and the disappointment which frequently ensues on finding
that, when the requisite consent has with difficulty been obtained, persons
who have acquiesced in the measure have drawn back from their engage-
ment on being called on for the payment of their subscriptions.”
The present Director of Public Instruction in Bengal thus
shows the want of permanence in aided Schools after they have
been established: —
“ It may be useful here to record that from March, 1855, when the
grant-in-aid system was first brought into operation, down to the 8Mh
April, 1862, a period of seven years, the number of Schools for which
monthly grants were sanctioned amounted to 479, and that during the
same period no fewer than 162 of this number, or nearly 84 per cent, of
the whole, were from time to time abolished. This statement may be
taken as a fair indication of the great instability of Schools under pnvate
management, which depend for their support on a source of income so
precarious as monthly subscriptions. *
* Bespecting grants-in
have occurred in Bengal.
.aid being liable to fraud, the following cases
in Schools under native management:—
“ A maater complains that his salary has not
enquiry, his receipt in full is handed to the Inspector. The ajgnatoe
86— ISMB
state of education in BENGAL
523
3. Cheap Books are still a crying want: Babu Bhudev
Mookerjee in the last report only echoes a general feeling when
he states : —
* A series of cheap elementary works for the use of our Patshalas
IS a standing desideratum. The prices of books hitherto in use haTe
been considerably increased, and it is apprehended that the poorer classes
of our countrymen, for whom these institutions are especially intended,
can ill afford to purchase them. In the course of any inspection, I
visited villages inhabited chiefly by the agricultural classes of themeople.
On addressing them for the establishment of Patshalas in their villages
I heard it stated in several instances by them that the system of ins-
truction of which I talked was too expensive to serve their purpose'^ that
the purchase of books formed a great part of the expense of a Miool
education, and that the means within their reach were too limitcid to
procure it for their children. There was certainly much truth in what
they s*aid, and the only way to render our Patshalas suitable to the wants
of those tor whom they are intended, is to introduce a series of cheap
books. The price of the first Book of Beading ought never to exceed half
an anna, while that of the last should always be within two annas."
4. There is a danger in Bengal of the following clause of
the Education Despatch of 1854 being forgotten: —
“ The Government Schools and Colleges, whether high or low, should
be regarded not as permanent institutions, but only as a means for
generating a desire and dcm'»nd for education, and as models meanwliile
for imitation by private institutions. In proportion as the demand for
education in any given locality is generated, and as private institutions
spring up and flourish, all possible aid and encouragement should be
is admitted to be genuine, but the Master asserts that it was forced
from him by a threat of dismissal, and maintains, sometimes certainly
with justice, that he has not received his due, or, perhaps, rather than
lose his situation, be consents to give his name as a monthly subscriber
of a comparatively large amount, sometimes a third of his entire pay,
and only receives the difference between his nominal salary and his
equally nominal subscription. In some few cases the accounts submitted
to the Inspector have proved altogether imaginary. Fees, Bubscriptione,
and subscribers alike, though carefully entered in detail, existed only
in paper, the Government grant being made to cover the whole expense
of the Schix>l. Serious irregularities of this kind were in several ins-
tances reported to Government in former years, and the grants were in
consequence annulled, a punishment which feU exclusively on the un-
fortunate children, and did not touch the real eulprits.'*
STATE OF EDUOATZON IN BENGAL
S2»
-afforded to them, and the Government, in place of using its power and
resouFoes to compete with parties, should rather contract and circumscribe
its own measures of direct education, and so shape its measures as to
pave the way for the ultimate abolition of its own Schools.
“ We look forward to the time when any general system of education
•entirely provided by Government may be discontinued, with the gradual
advance of the system of grants-in-aid, and when many of the existing
Government institutions, especially those of the higher order, may bo
safely clojed, or transferred to the management of local bodies under the
contral of, and aided by, the State.”
But the urgent question at present is money.
Twenty-three Normal Schools, and an ample supply of
-school books are available. The main difficulty in Bengal now
is a pecuniary one — funds, £200,000, according to the estimate
of the Director of Public Instruction, have been applied for, to
organise a system of Vernacular Education, and it is calculated
that £480,000 will ultimately be requisite for the maintenance
of 40,000 Patshalas or Village Schools in Bengal; the present
■expenditure mainly for high Education being about £160,000.
But how is this expense to be met?
It has been shown by Howell in his Note on Education that
Government cannot increase the grunt to education in Bengal
from Imperial Eevenues without taxing other and poorer parts of
India for Bengal, whose rich plains can yield much to the
Imperial Eevenuo. The Education Authorities, prior to the
Despatch of 1859, advocated a local cess for education; it was
then suggested as feasible by the Home Government, it has then
justified on this ground. If, therefore, it is essential, even to
the material advancement, and to the true prosperity of the
people, that the general bulk of the village population should
receive education, and the General Bevenues of the State cannot
bear the cost, it is not unfair that the share of the produce of
the land left with the proprietor should bear the burden of the
cost, and this, the rather, because the persons who directly
benefit are almost wholly agriculturists. That as the impos »
levied mainly for the benefit of the agricultural population, it
may most fairly be levied upon the land. That ^
«o imposed, though in every sense a true tax and although evi
624 STATE OF education IN BENGAL
by the same machinery and from the same source as a land tax,
is equally in every sense distinct and separate from it/'
Mr. Laing, the Financial Minister, propounded the principle
in his Budget Speech for 1861-62, when he said —
“ If this great empire is ever to have the roads, the Schools, the*
local Police, and the other instruments of civilization which a flourishing
country ought to posesss, it is simply impossible that the Imperial p^overn-
ment can find either the money or the management.”
The principle is being adopted throughout India with success ;
in Scind the people see the advantages it brings with it;\ the
working of the Bombay cess system is tfius described in \ the
Director’s iieport for 1865-66 : —
* One main cause of the School extension, now taking place in
Western India, has been the institution of a local cess for educational
purposes in 12 Collectorates of the Presidency, viz., Ahmedabad, Surat,
Kaira, Khandcish, Saitara, Tanna, Poona, Riitnagherry, Bclgaum,
Dharwar, Caiiara, and Kulladghee. This cess having been imposed at
a time of great agricultural prosperity, appears not to have been un-
popular with the people. The Educational Inspectors report on it as
follows : —
'' ‘ That this cess is popular with the people, and that they recognise
the advantages to be derived from its judicious administration, would
appear from the fact, in several places where it has not hitherto been
levied, the people have come forward and volunteered to pay it. This
has been the c^se m some villages of the Nusserapoor Talooka of the
Tanna Collectorate, and in several detached villages of the Poona
Collectorate.
” ‘ This year we have had the full benefit of the local cess, which has
enabled us to open a large number of Vernacular Schools, and to erect
School-houses in places where they were most urgently required, as
mentioned above. The cess is, I believe, paid willingly, and the people
appear to be fully alive to the benefits to be derived from it; and from the
large increase in the number of scholars, it is evident that they are deter-
mined to avail themselves of its benefits to the utmost.’ ”
In Bombay onn of thp Inspectors, Mr. Russel, reports —
” The cess operations have already begun to bring the subject of
popular education before both the masses and their rulers in a somewhat
STATE OF EDUCATION IN BENGAL
m
•tlillerent and clearer light than belore. The people are beginning to ‘look
on Schools as necessary popular institutions, and not merely as a part of
the administrative machinery of a foreign government, with which they
have little or no concern. The cess-payers now want something in return
for their money, and the school attendance of the agricultural clasKtJS is
increasing. The troublesome and precarious resource of ' popular contri-
butions’ for schoolmasters’ salaries is dispensed with, since the le\v of
the cess (but the people are too apt to think tliat the cess is sufficient for
all their school requirements, or, at least, to allege this as a ground for
refusing further local conlnbntions, even when urgently needed). Anotlier
good effect of the cess is the good example it sets to Inamdars, Jagbeer-
dars, &c., and their people, who see its operations, liowever humble at
present, in the neighbouring British territory. For instance, I and my
deputies have been asked by the people of non -government villages to get
the Sch<x)l cess levied for them.*’
Mr. Curtis, another Inspector, states as follows
“ The local cess continues popular, and from the numerous petitions
received from the people for hcIiooIh and school-houses, it seems that they
are determined to receive tlic full benefit of the money they contribute
towards thi* extension of Kducatum. In many places where new school-
houses, erected from Local Funds, were used for the first time, the people
raised .subscriptions to feast the pupils, and made the day one of rejoicing;
and this without any hint from our Department. The sum of Rupees
4*28 in nine idaeoa in Uie Surat Oollectorate alone was subscribed and
spent in this manner.
'• The expenditure of the local ccbs hiiB been strictly limited to
meeting (in the first place) the wants of the people for Vernacular, or as
we call it, ■ Primary ’ Education. And the operation of Ihis rule is most
salutary. The money col'ected has liecii expcmled <m the sort ol schools
required by the class of people (the cultivators) by whom it was subs-
cribed. And the result has been to infuse into this class for the first
time, some interest m Education. I have been struck, when
in the country districts, by the large proportion of the sons of cultivator
to be found in every VUlage School. The people, as a rale, look ^h®
local Educational cess as a voluntary contribution; they fee
amount of pride and pleasure in it. and are apparently eager in looking
for advantages to be derived from it.
The proposed local cess is new in Bengal, but
is Dressing ns Sir F. J. Hallidny, late Lieutenant-Governor
Bengal, in his celebrated Minute on Police and Criminal Jus ice
in Bengal, observefi: —
526
STATE CMP IN BENGAL
ly useless and vain. Above all things that can be done by ns for ikk:
people is their gradual intellectual and moral advancement through tha
slow but certain means of a widely spreading popular system of verna-
cular education.”
Mr. Murdoch, in his pamphlet on National Education in
India, assigns the following as special grounds why nfiass educa-
tion is necessary : — i
”1. To protect them from oppression. The brutish ignorance of
the ryots counteracts the best efforts of the higher authorities to\ shield
them from injustice. They are subjected to illegal exactions! from
Zemindars, petty Government Officers, and the Police. The last havi been
‘ modelled and re-modelled,’ but with little improvement. \
” All are agreed that the primary duty of Government is to afford
protection. This seems iraposaible in India, unless the people are, in
some measure, educated.
”2. To prevent absurd alarms endangering the peace of the country,
H. Carre Tucker, Esquire, C. R., in his letter to Lord Stanley, gives the
following ilhisiraiions of the manner in which the people are a prey to
the most foolish rumours : ‘ A report, that Government intended to boil
them down for their fat cleared Simlah of hill men 1 A clever rogue in
Goruckpoor is said to have made his fortune by preceding Lord Hastings’
Camp as purveyor of fat little children for the Governor General’s break-
fast!” In 1862 miFcreants in Oude levied contributions in villages,
pretending that they had been ordered by Government to set them on fire.
Had the se])oy8 received a sound education, the Mutiny would not have
occurred.
”3 To promote sanitary reform. India is generally supposed to be
the birth-place of that fell disease, cholera, which has more than once
carried devastation round the globe. Rich and poor are equally ignorant
of the laws of health. Open drains, reeking with filth, often surround
the mansions of native millionaires. The annual mortality from pre-
ventible causes is frightful.
”4. To ' develope the resources ’ of the country, and improve the
social condition of the people. As the brutes are governed by instinct,
BO the masses of India blindly follow custom. In most cases, it is a
sufficient reason for the rejection of any proposal, however much adapted
to benefit them, that their ancestors never did such a thing. Education
would do much to call forth the enormous latent wealth of India-.
“6. To elevate the people intellectually, morally, and religious-
ly. Other considerations affect only this life; the reasons now ui^ed are
lasting as eternity.”
STATE OF EBUCATION IN BENGAL
§37
On the effect of Elementary Schools in improving the
habits of the pupils, the Director of Public Instruction in the
Punjab remarks: —
Effects of School on
habits of boys.
In some districts the effect of Government Vernacular Schools on
the manners and habits of the boys is very
remarkable. In 1858-69, when many of
these Schools were first established, the
widest reports were circulated, and it was asserted that Government,
after collecting all the little boys, intended to send them down to Calcutta
with some ulterior object that was not clearly explained, but in a short
fcimft the scholars were ready to come in from any distance for an exa-
mination. When the discipline maintained in a district is good, all the
boye who appear at an examination are neat and clean in their persons,
aTid are provided with every requisite, such as paper, pens, ink, Ac., Ac.
This is particularly the case in the Loodhianah District (where the
Mtandard of education in Village Schools also is unusually high), and
io be attributed to the active supervision of the Chief Mohurir. The
effect produced by many of our Village Schools in teaching habits of
neatness, order and cleanliness to the rural population is of great im-
portance.*’
In Bengal, where the educated and ui)per stratum of Native
Society is practically indifferent to the education of the massea,
it, is the more incumbent on the State to take up the interests
of that dumb animal the ryot,— the peace of the country is at
stake. On the question of mass education, and the social eleva-
tion which must be its result, depends to a great extent the
contentment of the people, the purging of the Courts from
bribery by an enlightened public opinion, the development of the
agricultural and commercial resources of India.
On the other hand, its neglect must bring on what Sir J.
Key Shuttleworth, the great English Educationist, has so well
stated: “ The sure road to socialism is by prolongation of ths
contrasts between luxury and destitution; vast accumulations
and ill-rewarded toU; high cultivation and barbansm; the en-
joyment of political privileges, and the exclusion from all rights
by ignorance or indigence.”
Calcutta,
Jifly 80, 1868.
J, LONG.
dbowinff the mimber of children of the Rchool-go in g aae. of adults above &nd of children below it; of schools; of instructed
528
STATE OF EDUCATION IN BENGAL
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utpauioqui^
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•9nii|rJM
pou Sutpudj ojoui oj .loudduB noij
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oqM fx QAoqu enosjad jo jaguinj^j ‘oi
•xJUTTIJliOrj
JO e[Ooq.ig qoua; oq^a. OHoq-^ jo
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yur^^LiM puB jiuipuaj ui uoiptuije
-ui iBUOiKBaoo OAiaaaa q.iiqM jo
uaipiiqa eq'^ ‘eoqiui'Bjj jo aa(|iun^ ‘g
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STATE OF EDUCATION IN BENGAL
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uwpanioqBj^
npniH
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STATB OP noflAnOH rat BENOAL
581
532
STATE OF EDUCATION IN BENGAL
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CO
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114. Dasuiariya
115 . Chandanmariya
116 . Sukhdevpur
STATE OP EDUCATION IN BENOAXi
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: : ; ; r- : OJ ; ; ; ...... : ; : : ; : * |-I ■ ri •
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584
STATE OF EDUCATiOE HT BBESAL
STATE OF EDtJOATIOM IN BENGAL
m
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CO . CQ (N <N CO CM «C »0 W
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. -CO ;i-M :iHOJ :CQ<M .<0 . ; ; j ;« ; ;; ; ; : jO ;
5gsasgs®8 g ' g W^fs s a s s ^ ^ 2 Isa sag
g 8 S s I s 2 s ^
S“'“wSS§iS®SmSS®S§SS"®CTS§®S5NS”55S5lSm
5g§SoKS®|Sgg5|S!S«^S«aS^S.||®SggSSgS§
SSSwSSS^SSSEg^SSSSro^oJgsSgS?
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s* .-^STSS^S r 2 ® ,ss :S ; :S :®
I
s s 5 !s iS
STATS OF EDCOATION liT BSKOAL
irae
! : 1 : : : :
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rH
t> eo r-l ; ; 1 r-4 . . r-l ; p-) HI . ; -H — ; ; CO ; . ^
Ol
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HI ; CM : « ; ; ; _i CO : ; CX/ p-r ^ H !>- ^ . Hi — ; rH
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STATS OS SOOOATIOM IN BStlCUU.
m
87— uasB
gbftila Dnblft
BTATB of EDUOATIOir W BMIOAL
Hftt Govisdapurt
Chirah,
HU HTimpiii
III HI W M
...I Ii; Mil 1471 421 8{i
W. Ifu^ Tniiipiti ( K 7S 80 29 40 2(
EAUliilp ... 4 0 12 10 19 20 10
2n.Jiyi .. 24 20 101 121 48 37 41
^.HiWtOidilii 23 31 69 162 76 80l l2l
28i(UAliilitEliu 6 24 92 60 40 29 19
IW.Ftiy ... 9 98 96 110 41 921 30|
999.(MiiDaDit 11 9 ll 8 4 9
900. bipiit 3 9 7 4 9 ; 6
||01.1(i81iaiKiin 9 7 9 8 8 4
lEDlnilii ». 1 14 30 29 10 22
3l)8.Cliiilktti 2 4 2 Ij 2
304.A{|aitiEtfapiii 4 64 188 197 96 ' 28i
309. Dspija Glitpiljt 14 1 39 37
306.IiiirFiiUiuipaliu 6 ... 11 21
901. Nando ... 12 16 91 49 27| 26 29
808. (M Nankinti ... 4 19 80 41 6|
811 . (U Difliali
. 3 10 8
... 4 9 9
8 ... 19 21 4
11 ... 16 20 9
1 22 49 49 11 19
19 23 79 68 24 19l
... 17 22 21 ie| 11 :
16 6 24 3M 9|
Fmng Chapl^
Parkholabany*
•TATP Of ■puoATios nr r^oroA^
dndpurft
gTATl OF SDtIOAVtOir OT AWGAL
nvpainoqvj^
nwpeoioqBj^
nvp9azoq«j\[
0 {Bui 9 ^g;
ei«in 9 ^i
91 Bdi 9 j 3;
n«p 9 aioq«j\[
?s: 2 S 8
IIIFlIIIIIII III II III I
M4
BTAl!|S OW MUUOmOiBt tB
149. Baminagar
state of bduoatiok nr Bmojo,
s
: : : : :
s
CT iH th : :
en
iH
izvp9inoi|v^
; : : : :
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if : : :
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: : c<i ; :
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nwpocaoqBpj
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: : : : :
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26
61
48
71
16
9I«II
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TABLB n
Exhibiting various details relating to the ludigexioiis Elementary Schoola mentioned in the pieoediiig Table
Math or BDuoAnon ni mrcuu.
647
ll
■ h
ai
i;
MliilblliilillU
8. School-house.
The school-house was
built by Choudhuri Dost
Mohammad Khan, an
intelligent Zamindar,
1
i
1
7. Instruction.
Instruction is given in
the Persian language
and literature through
the medium of Urdu,
beginning .with the
Amadnameh, Pandna-
meh, G-ulistan, and
Bostan, and going on to
Joseph and Zuleikha,
Insha-i-Tar Moham-
mad, Baqm-isiak, &c.
The course embraces
some slight instruction
in the grammar of the
language, in. the works
of the most popular
poets, and in the forms
of letter-writii^^ end
rules of composition.
-eSuodatiii; ‘9
Persian
1
*|Ooaos SniAuex
JO oi^ (BUSQ *9
(M
1— t
*aoiBBtnipy
JO o39v ITOfln -f
•BJVioqos
JO joqran^ *9
S
JO 99y
ptn Of^BVQ ‘BTOBfi *5
"1 g *o
I "I §
•s 1 S
:§la«SP
■I •1‘WX «!
M6«inA P nqnniK *1
OP !
ftlATB OF SDtJOAnoM Of SBNaAIi
3
3
STATE OF EBUOATlOir IN BBN0AL
m
month;
gTikTB OF BDUOAFlOaSr tS
STATE OF EDUCATION IN BBNQAlj
cii-
BtATB OF EDT70AT1OK IN BSNOAt.
9
mg of food, Bhaving,
washing, and occasional
presents.
This teacher is paid
only by fees. During
the first stage of ins-
truction in Bengali he
charges one (1) anna
per month to each scho-
lar; during the second,
two annas ; he omits the
third stage or writing
on plantain-leaf ; and
during the fourth stage
he charges four (4)
annas.
In Persian, while teach-
ing Alief Be, he charges
four (4) annas per
month; the Pandnameh
eight (8) annas ; and the
Gulistan one (1) rupee.
The income from both
sources averages seven
rupees eight annas
“IBs. 7-8) per month.
00
There is no separate
school-house. The
scholars occasionally as-
semble in the teacher’s
house, occasionally in
that of Bammohan
Sandyal, and occasional-
ly in that of Krishna
Kumar Bhaduri, the
two latter being res-
pectable inhabitants.
i
*1
Bengali writing and
agricultural accounts.
In Persian the Pandna-
meh and Gulistan.
1
1 •
1
«o
Bengali.
Persian
i
i
1
18
1 1
1
f
1
90
o>
O
cn
0«
?. J'S
lllli- "
.
IH
S
8TATB OP fiDUCATlOK IK BSKOAL
B 5 1 S |i ‘ I
O "*5 he ©
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S Qjja eB
® ^ ®
o I-S
5.S
ja
J-i'nS
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O® ^ © V
« a:
*<-1 © S
* "*» ^ ■*»
a g
* g B.
«p£|-S'^
w fl
a «
.a 2 ® £
'ao S ©
* 3 O »t3
© « 'O C3
a © “
© I
ce S (L
.dS ©
■*.> ©
m
52 •m
rt jp O
g«s
•■S'5
hC25
€9 © -3
3 £ 2
t)0 (h e
3 -> •-
5^5.
511
|l|
2,3 5
g ®
.agg
5wa
Bengali
0 1
1
s
w
fH
10
1--^
s'!
ilP-
isll .
nisi
Ill
Ofl
dTATB OF EOUOATiOK IN Mtw nif
MI -
gl-Al-A Ot tiPlTOATlOJr IK SJ^aAii
liTAlfB OF BDUOATiOtf IK BEKOAL
860
Ot
His scholars are a grand-
son and a grand nephew
from whom of course
he receives no remu-
neration. He possesses
a small independent m
property. ^
H
o
The teacher receives no ^
remuneration from his §
scholars; he gains his Q
livelihood by fanning. %
0
3$
s
1
o
The teacher receives no ►
remuneration from his “
scholars and toadies
them for the sake of re-
"'piitation as a Molla in
which capacity he gains
his livelihood.
00
There is a separate
school-house which was
built not only at the
expense of the teacher,
but with his 0wn
hands. The materials
cost two (2i) rupees. The
building is not applied
to any other purpose.
The school-house was
built at the expense of
the teacher; and it is
also used for the gene-
ral purposes of worship,
entertainment of travel-
lers, and village con-
course on occasions of
public interest.
The school-house was
built by the teacher
and it is also applied
to the purposes above-
mentioned. ^
l>
Ditto i
I
Ditto
Ditto
CO
Arabic
Arabic
[
1
Arabic
1
1
1
»o
rH 00 tH
10
7
6
i
■
Cl CO
1
^ g' "3 S S
■ i•iie
llllb ' lllb _
t-
* 1
TABLE m.
Ti!,l.;h;ting Tsrioai detaiU rekting to the Indigenons Schools of Learning mentioned i
ATA1&B EDUCATION IN ^BKOAt
•iCptii^s Jo ©sjtioa
0jt;ti9 n« jSnutip p-BOJ ‘83[CK)q ^ 8
jo* 8!^Bd JO ‘B3[boq ®q^ Stit^doo m | p*
'jnepnijs 9|3inB b iq papuadxa ‘ip "C S
puB ‘ajqoo ‘qni ‘anad ‘jadud ‘‘zta o;^'
*B]BU9fBin aqi jo :|hoo pQ'jBiuipg Xj ^
'B:^a9pn^s o; s^aasajd
^|q;uom pa^auit^sg^ *01
'jaqoBd; o:^ s^ndsaid
Aiqipiora pa;Brai!tsa ^
‘oflnoq-iooqog ’g
•pBai BJiooq pnB 'jqSnB^ Bpafqng */,
’S'" fl-rS
§•§“««■§ !
® I S''5S“''i
g
^ •4-1 .2 S I
II ® J -I •"
|.
IM C0 ^ M ^ •
a'Si!
T eg
•BUopoTUXsai B,J9qoB9X oq; uo eouB
-pna^B Suinui^tiooBip jo sSb l«ti8_Q ’9
^ o
'saoipiuptii B^JoqoBdX aqij ao aanB ^
‘pa 9 !(!;B Supaauioioo lo a^B ptisix 'S
— »3ui3poi ^B^j
‘uoipru^BUi J9qoB9:^ 9i{% uiojj SAiao th
-9j‘paB B03Bin^ J9q!>0 JO 89AI4BU
ajB oq/»A 9:;a9pn!^9 lo jagmoN! f
•j 9 qoB 9 X 9 q!j inoij uoipnjpni ^{oo
9A1909J pUB o8bUIA 9q^ JO «3ApBa
aiB OUM Bipapms JO Jog^^^K ^
•ieqoBB!j JO o3« poB *oqu!» ‘oniBiX *5
*I ®W®iD W^BIITA J® ^
Panim'B rules, oinittiiig
those which are peculiar
to the dialect of the
on Marriage, on Pen>
ance, on Purification, on
Obsequies, and on the
Intercalary month of
the Hindu calendar.
and the means of ab-
sorption into it ; V yut-
pattibad^ an inquiry
STATE OF EDUGAl'tON IN jB^OAt
S64
♦
tH
tH
Twenty to
Twenty-five
(20 to 26)
rupees.
(
s
Two (2)
rupees.
Od
Twenty-two
(22) rupees.
CO
The school-house
built by the
teacher at the
expense of fifty
(50) rupees.
t-
into the meaning of the
radical portions and of
the suffixes and affixes
of words.
1. Grammar : The
Bhasha Nyasa,
and Casica Vritti.
2. Lexicology : The sig-
nification of the princi-
pal words of the lan-
guage. The work uni-
versally used is the
Amara Kosha, in which
the words are arranged
in classes.
3. Poetical Literature :
BhaUc Kavya, on the
life and actions of
Earn ; Raghu Kavya,
do. ; Magha Kavya, on
the war between Sisu-
pala and Krishna, in-
cluding lengthened dis-
cussions on military
tactics and moral
duties ; Naishadha
Kavya, on the loves of
Nala and Damayanti
including much informs-
CO
25-32
o»
!
8
CO
C9
Bamakanta
Sarva-
bhauma; a
Varendra
Brahman ;
36 years
of age.
1
i
tH
s
STAtE OF EDUCATION IN EiajOAt
m
70(c)i BAmakanta 4 3 22—25 15 — 30 This is a Medical There is no 1 A Vaidya j A Vaidya's | Sixteen (16)
568
STATE pF EPOOATIOM IN BBNOAl
M e8 S § .
CLoq
3 i w 22 ‘
5 S2 S '
rt a o
S p cn
0 ^ ^ ^
'^ls§i§
,•3 j e.«5^
2-^
M ® » 2 ® tg -
91^1 It-
® _Q ^ !S " ts
• • ® a o
iSo^«_Cfl a'<
it a S-S i.S
36 J S. S “ I’
• d «8 ^ ® ^
i OH ». ^
^ H ^ m'
3 rt a ^ S
- -g ,0 a, tf
s d ^ be ®
I I ^.a;g,
\ § f '2 ■ c w ^
3 u 'o S w i:: o 1
2. ’*' S S .’" — S
2 §)ii ?S>8 8)
?:s P>2’'S-P.'S
_ « a « -
*TATB op education in BENGAL
Vi
fl-s I S
0) >4 u
fe iC cL
r2 o
^ S p "
CJ r>. Q M
«
S ? § a 1
s.si I
- >.-1
sS fc I
JQ 85 ^ M
H ^ w o C
" S'S'I
» g tfl .2
2 S- jS s
S ® «> S I
« ’E -S
3Ji-5;3..
O
M CN ^»3 CO « '
'3* J »2
0^ Cq
’3 *»
^ I fc
M rt ^
" .. k «
ifl « lb
gS I a ••
l*Eo«
l-e©S-« $I-H kief
OJ-|a ,Jtq c5*3
o ^
THoi^co®Tji»ci ihc4
..'3 fj „
if 'T3 ca _
V d 13 S
l-SSlga
W OC ca o o
« & d 3 £
.a s g a « V
w;> ojwS's
a9*^UMB
bag yet to
establish a
reputation
that will
entitle him
to invita-
5T0
STATE OF EDUCATION IN aSNOAL
Vidya-
OF Education
IN BENGAL
5tl
s $
S8 S
8
ixicolopr : Am«r». the teacher ine-
iw : Tatwae. tract, in his own
house.
STAtk Ot EBDCAtlON Ilf BtoOAL
STS
s^i
M
r » ^
5
s
2 5 ® Sj ® ■
i
a Et
aSgi
^ ^ 5 S ..
U ) « 09 ^
.2 2 0
9 P is "
r a «a s « ;s IS 2 -5 •:=
5:S'S^ asglrfS S 34
«
I
I
I
ling house of the
teacher and do
not form a separ-
ate building as
in other cases.
STATE OF KCUCATION IN BENGAL
575
57i
•TATB or EDVCATIOX IN BENGAL
Fifteen (I()
rupees.
Ten to ‘
Twelve
10— 15ft
rupees.
S
One (1)
rupee.
1
Eight (8)
snnes.
Ok
® . s . \
• "^2 \
:§=l. g|
w 2 B 2
00
t*
i
The school-house
was built about
20 years ago at
an expense of
Two Hundred
(200) rupees, the
expense having
been defrayed by
a Eayastha, a
spiritual disciple
of the pandit.
This pandit tea-
ches and lodges
his scholars in a
house built by
his father whom
he has succeeded
as a professor.
1. Grammar ; Fanini.
2. Law : Tatwas.
1. Grammar : Ealapa.
2. Law : Tatwas.
«D
ta
1
1
OT
t
1
01
s
03
0»
cn
•s ea s$
1 "1 S 1 • -s . "S S i . S § § § „•
W*08PPc8*3 WpHr^«OeflPQ^*3
' 'is
3 1
a®ATO OF 1^
a?7r
d ^
o 2
'S S> 13 i sS § .
d na ^ I 8 - s c ^ -hii §
^Sdoda'’^*® cS“ .Sfci-
od(ad^®£a.S*o‘Za Kc
ft
’^.9
li
^ 2 • q Si -o
fi -d iS 5 2
S d o*^ ‘®
£ S £ § S2'§
^ "S j= ^ J .2 :
a ®
o -*-»
S-
• - -ti*
e ..
3|
o>3
^ c<i
I"'
2 fe
2 I
fi
ss
tf ft-
=1 c
firts^C^'TStOp
i-2S8g-2S"“
o « " -d p
d « ^ S
II-IJOS-S n
“ „ - « j g a
''"= S ajr - •“ i
S X u &* ■» £ "c ■
3
flO
CO
§ •
S-ff
a-s
Bakahita» an Ancient
author reputed to have
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